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Mejores PrácticasBest Practices1EditorialPor: Isidro Fernández-Aballí MasponsEstimados lectores:Una cronología interesante. En 1992 la UNESCO lanzael programa Memoria del Mundo (MOW en sus siglasen inglés) y un año después constituye el ComitéAsesor Internacional (IAC) de dicho programa. En1995 se lanzan las directrices para nominar y sometera la consideración del IAC y aprobación por partedel Director General de la UNESCO, de aquellascolecciones documentales nominadas por losEstados Miembros como candidatas a formar partedel citado registro. En 1997 se lanza el RegistroInternacional del Programa MOW en el cual se hanregistrado hasta la fecha 158 colecciones, de lascuales 27 son de la América Latina y el Caribe ycorresponden a los siguientes países: Argentina,Barbados, Bolivia, Brasil, Chile, Colombia, Cuba,México, Nicaragua, Trinidad & Tobago, Uruguay yVenezuela (www.unesco.org/webworld/en/mow-nominations).En el año 2003, en la ciudad de Pachuca,México, se constituye el Comité Regional delPrograma MOW para América Latina y el Caribe ydesde la misma fecha muchos países de la Región hanconstituido también Comités Nacionales. Año tras añoel Comité Regional ha ido perfeccionando su trabajode coordinación, su participación en la identificacióny nominación de colecciones y su labor asesora alComité Asesor Internacional del Programa. Por ejemplo,en su última reunión ordinaria, efectuada enBarbados en Octubre del año pasado, el Comité recomendólas cinco colecciones de la Región que fueronaprobadas posteriormente por el Comité AsesorInternacional. El Comité Regional también ha estimuladola creación de Comités Nacionales, siendoAmérica Latina y el Caribe, con 15 Comités en funcionamiento,la región del mundo que ha constituido unmayor número de los mismos. Esperamos con estaapretada síntesis invitar a aquellos Estados Miembrosque no lo han hecho, a constituir su Comité NacionalMOW y motivarlos a identificar y nominar nuevascolecciones para los registros Internacional, Regionaly Nacional del programa.En los últimos diez años varios países de AméricaLatina han desarrollado estrategias y planes nacionalespara asimilar los retos y beneficios de la Era Digital,estos programas recibieron diferentes nombres siendouno de los más extendidos el de “Agenda Digital” Enel editorial del número anterior nos referimos a lapublicación del libro, “Hacia la Construcción dePolíticas Nacionales de Información: La Experiencia deAmérica Latina” en el cual se presenta un estudio dela Agendas Digitales de 19 países de la Región.Actualmente una versión PDF de este libro está disponibleen http://infolac.ucol.mx/ y en la sección correspondientede www.unesco.org. Otras contribucionesde la UNESCO al tema de la Sociedad de laInformación en América Latina, pueden encontrarseen el website de INFOLAC en la sección correspondientea la Sociedad de la Información(http://infolac.ucol.mx/observatorio/wsis/index.html).Con una serie de importantes eventos se prepara laReunión Ministerial sobre Sociedad de laInformación eLAC2007. Entre Septiembre yNoviembre de 2007 el Programa Sociedad de laInformación de la CEPAL está involucrado en unaserie de eventos previos a la “Conferencia Ministerialde América Latina y el Caribe sobre Sociedad de laInformación eLAC2007”, del 6 al 8 de Noviembre enSan Salvador, El Salvador. Puede obtenerse másinformación sobre estos importantes eventos en elsitio, http://www.eclac.cl/socinfo/. Aquellos lectoresinteresados en conocer sobre el tema encontraran enlos sitios de Internet señalados anteriormente, unaexcelente compilación de los más importantes documentosy eventos realizados en la Región.No queremos terminar este editorial sin dar la bienvenidaa la nueva Directora de la División para laSociedad de la Información de la UNESCO, Dra.Miriam Nisbet . La doctora Nisbet es experta enaspectos legales y jurídicos de la información y haocupado diversos cargos en el tema. Ha sidoSubdirectora de la Oficina de Información yPrivacidad del Departamento de Justicia delGobierno de los Estados Unidos de Norteamérica,Asistente Especial del Archivista de los EE UU yConsejera en Política de Información y ConsejeraLegal de la Asociación Americana de Bibliotecas,entre otros importantes cargos. Le deseamos a la Dra.Nisbet muchos éxitos en su nueva responsabilidad.Más información en la sección de Comunicación eInformación de www.portal.unesco.org.An interesting chronology. In 1992, UNESCO launchedthe Memory of the World program (MOW) andone year later formed the International AdvisoryCommittee (IAC) for that program. In 1995 the guidelineswere drafted to nominate and submit - forconsideration by the IAC and approval by the UNES-CO Director-General - those documentary collectionsnominated by Member States as candidates to becomepart of that register. In 1997 the MOW program’sInternational Register was launched; to date, 158collections have been registered, out of which 27 arefrom Latin America and the Caribbean, from thefollowing countries: Argentina, Barbados, Bolivia,Brazil, Chile, Colombia, Cuba, Mexico, Nicaragua,Trinidad & Tobago, Uruguay and Venezuela(www.unesco.org/webworld/en/mow-nominations). In2003, in the city of Pachuca, Mexico, the MOWProgram Regional Committee for Latin America andthe Caribbean was formed, and since that time manycountries of the Region have also formed theirNational Committees. Year after year, the RegionalCommittee has been perfecting its work of coordination,its participation in identifying and nominatingcollections and its advisory work to assist theProgram’s International Advisory Committee. Forexample, at its last regular meeting, in Barbados lastOctober, the Committee recommended the fivecollections from the Region that were subsequentlyapproved by the International Advisory Committee.The Regional Committee has also encouraged creationof National Committees. Latin America and theCaribbean, with 15 operating Committees, is theregion of the world that has set up the largest numberof them. We hope that this quick summary willhelp invite those Member States that have not yetdone so to set up their own National MOWCommittee and encourage them to identify andnominate new collections for the Program’sInternational, Regional and National registers.Over the last ten years, several countries in LatinAmerica have developed national strategies and plansto address the challenges and benefits of the DigitalAge. These programs have been given different names,one of the most widespread ones being the “DigitalAgenda”. In last issue’s editorial we referred to thepublication of the book entitled, “Building NationalInformation Policies: the Latin American Experience”,which features a study on the Digital Agendas in 19countries of the Region. A PDF version of this book iscurrently available at http://infolac.ucol.mx/ and inthe corresponding section of www.unesco.org. Othercontributions by UNESCO to the Information Societyissue in Latin America can be found on the INFOLACWebsite, in the section on the Information Society(http://infolac.ucol.mx/observatorio/wsis/index.html).A series of important events are preparing for theMinisters’ Meeting on the Information Society,eLAC2007. Between September and November, 2007,the ECLAC Information Society Program is involvedin a series of events in preparation for the “LatinAmerican and Caribbean Ministers’ Conference onthe Information Society, eLAC2007”, scheduled forNovember 6-8 in San Salvador, El Salvador. Moreinformation is available on these important eventsat the Website, http://www.eclac.cl/socinfo/ . Thosereaders who are interested in this topic have foundthe above Internet sites to be an excellent compilationof the most important documents and events inthe region.We would not like to end this editorial without welcomingthe new Director of the UNESCO InformationSociety Division, Dr. Miriam Nisbet. Doctor Nisbet isan expert in legal aspects of information and hasoccupied various positions in this field. She has beenAssistant Director of the Information and PrivacyOffice of the US Government Department of Justice,Special Assistant to the US Archivist, InformationPolicy Counselor and Legal Counsel to the AmericanLibrary Association, among other important positions.We wish Dr. Nisbet the best of success in hernew responsibility. More information in the sectionon Communication and Information onwww.portal.unesco.org.Index3 Information SocietySociedad de la Información5 New ICTsNuevas TICs11 Information SciencesCiencias de la Información13 LibrariesBibliotecas23 Memory of the WorldMemoria del Mundo28 IPDCPIDCDIRECTOR:Isidro Fernández-Aballí MasponsSTAKEHOLDER:Members and friends of INFOLAC in the WorldIMAGES: UNESCO-CI/LAC Image ArchiveCOORDINATION & GRAPHIC DESIGN:Paulina Alomía Vega paulialomia@yahoo.esPRINTED BY: Ecuaoffset Cía. Ltda.DISTRIBUTIONinfolac@unesco.org.ecIN FO LAC es una pu bli ca ción tri mes tral dela Sec ción de In for ma ción e In for má ti cade la Ofi ci na de UNES CO-Kingston.Las opi nio nes ex pre sa das por nues trosco la bo ra do res no coin ci den for zo sa -men te con las de UNES CO. Los tér mi nosem plea dos y los ma pas no su po nen unato ma de po si ción por par te de IN FO LAC en cuan to al es ta tu toju rí di co de nin gún te rri to rio o a las au to ri da des del mis mo.IN FO LAC se re ser va el de re cho de edi tar to dos ar tí cu los an tes desu pu bli ca ción. Los tex tos y fo tos sin copy right pue den serre pro du ci dos sin au to ri za ción pre via.De po si to le gal No 88-341ISSN: 0798-5037

Information SocietySociedad de la Información3Durante septiembre y octubre en la CEPAL:During September and October, at ECLAC:Evalúan avancesen desarrollo detecnologías de información ycomunicación en AméricaLatina y el CaribeEvaluating ProgressTowards the Development ofInformation and CommunicationsTechnology in Latin Americaand the CaribbeanSe realizará una serie de reuniones y seminariosen preparación de la II Conferencia Ministerialsobre la Sociedad de la Información, a efectuarseen noviembre en El SalvadorA series of preparatory meetings and seminarswill take place in anticipation of the IIMinisterial Conference on the InformationSociety in El Salvador(4 de septiembre, 2007) Durante septiembre y octubre elPrograma Sociedad de la Información de la Comisión Económicapara América Latina y el Caribe (CEPAL) está involucrado en unaserie de reuniones y seminarios en preparación de la IIConferencia Ministerial sobre la Sociedad de la InformacióneLAC2007, que se realizará en El Salvador, del 6 al 8 de noviembrede 2007.En estos encuentros se analizarán los avances obtenidos en laregión en temas como el gobierno electrónico, el acceso públicoa través de los llamados telecentros, los desafíos y prioridadesque surgen hacia el futuro en esta materia, y las propuestas depolíticas sobre tecnologías de información y comunicación (TIC)que faciliten el cumplimiento de los Objetivos de desarrollo delMilenio en América Latina y el Caribe.El primero de ellos será el Evento de Interoperabilidad deGobierno electrónico, que se realizará del 10 al 11 de septiembrede 2007 en la sede de la CEPAL en Santiago de Chile (Av. DagHammarskjöld 3477, Vitacura, Salón Ejecutivo). Organizado porla CEPAL, la Organización de Estados Americanos (OEA) y elBanco Interamericano de Desarrollo (BID), en él se presentaránlos resultados de los dos últimos años de esta línea de trabajo ala Red de Gobierno Electrónico de América Latina y el Caribe(RedGealc).En esa misma fecha (10-11 septiembre) se efectuará tambiénel Seminario Telecentros e inclusión social. Encuentro latinoamericano2007 (sede CEPAL, Santiago, sala Raúl Prebisch), elcual pretende generar un espacio de conversación, debate ytrabajo sobre el impacto de las TIC en el desarrollo de iniciativasde democracia digital, innovación y emprendimiento desdela realidad de los Telecentros, como un espacio de desarrollode inclusión y capital social.(4 September 2007) During September and October theInformation Society Programme of the Economic Commission forLatin America and the Caribbean (ECLAC) will take part in aseries of preparatory meetings and seminars ahead of the IIMinisterial Conference on the Information Society eLAC2007, totake place in El Salvador, 6 - 8 November 2007.These meetings will analyse progress made in the region onissues such as e-government, public access through so-calledtelecenters, the future challenges and priorities that arise aroundthis issue, and the proposed policies on information and communicationstechnology (ICT) that can help Latin America and theCaribbean meet their Millennium Development Goals.The first of these meetings will be the e-GovernmentInteroperability Meeting, to be held 10 - 11 September 2007, atECLAC headquarters in Santiago, Chile (Av. Dag Hammarskjold3477, Vitacura, Executive Salon). Organized by ECLAC, theOrganization of American States (OAS) and the InteramericanDevelopment Bank (IDB), the event will include a presentation ofthe results of the last two years of work in this area to the e-Government Latin America and Caribbean Network (RedGealc).On this same date (10-11 September), the Latin AmericanEncounter of Telecenters and Social Inclusion 2007 will takeplace at ECLAC headquarters (Santiago, Raúl Prebisch hall), ameeting which aims to create a space for conversation, debateand study on the impact of ICT on the development of digitaldemocracy initiatives, innovation and entrepreneurship, and therole of telecenters, as well as creating a space for inclusion andsocial capital.To follow, on 12 September, Multi-Stakeholder Consultations willtake place (also at ECLAC headquarters, Santiago, Raúl Prebisch

4Posteriormente, el 12 de septiembre se llevará a cabo unaConsulta Interinstitucional (sede CEPAL, Santiago, sala RaúlPrebisch), a la cual han sido invitadas más de 100 institucionesdel sector público y privado y de la sociedad civil activasen temas relativos a las TIC para el desarrollo. A través de laaplicación de una encuesta que recibió más de 1.400 contribucionesde prácticamente todos los países de la región, sehan obtenido insumos para un nuevo Plan de Acción Regional,que será discutido en esta reunión en miras a la próximaConferencia Ministerial de noviembre en El Salvador.A continuación se realizará el II Encuentro IberoamericanoObjetivos del Milenio y las TIC (13-14 septiembre, sede CEPAL,Santiago, sala Raúl Prebisch), organizado por la SecretaríaGeneral Iberoamericana (SEGIB), el Gobierno de Chile y laAsociación Hispanoamericana de Centros de Investigación yEmpresas de Telecomunicaciones (AHCIET), con el auspicio dela CEPAL. En esta reunión se pretende continuar con los trabajosiniciados en el I Encuentro Iberoamericano llevado a caboen Punta del Este (Uruguay) en 2006 y su objetivo principal esidentificar formas concretas de aplicar las TIC para alcanzar losocho Objetivos de desarrollo del Milenio en la región. Tambiénbuscará incluir un conjunto de recomendaciones concretaspara ser presentadas en la XVII Cumbre Iberoamericana deJefes de Estado y Gobierno, a realizarse en Santiago de Chile ennoviembre próximo.Finalmente, el 4 y 5 de octubre tendrá lugar en Buenos Aires,Argentina, la Reunión de Consulta Regional preparatoria de laII Conferencia Ministerial sobre la Sociedad de la informaciónde América Latina y el Caribe (Palacio San Martín, sede de laCancillería argentina). En esta reunión, de enfoque técnico ypolítico, se buscará determinar el grado de avance en la implementacióndel Plan de Acción Regional para la Sociedad de laInformación eLAC2007 y elaborar propuestas para un nuevoPlan de Acción Regional que será discutido en El Salvador.hall), to which more than 100 institutions from the public andprivate sector have been invited, along with various civil societyexperts involved in issues related to ICT-for-Development.By means of a survey that received more than 1,400 responsesfrom almost every country in the region, relevant input wasobtained for the development of a new Regional Action Plan,to be discussed at this meeting, with a view to the nextMinisterial Conference in El Salvador this November.Next is the II Iberoamerican Meeting on the Millenium Goalsand ICT (13-14 September, ECLAC headquarters, Santiago, RaúlPrebisch hall), organized by the Iberoamerican GeneralSecretariat (SEGIB), the Government of Chile, and the Hispanic-American Association of Research Centers andTelecommunication Enterprises (AHCIET), with financial supportfrom ECLAC. This meeting aims to continue the projectsinitiated during the I Iberoamerican Encounter which tookplace in Punta del Este (Uruguay) in 2006. Its main objective isto identify concrete ways to apply ICT so as to achieve the eightMillenium Development Goals in the region. The meeting alsoaims to generate a combination of concrete recommendationsto be presented at the XVII Iberoamerican Summit of Chiefs ofState and Government, to be held in Santiago, Chile nextNovember.Finally, on the 4 - 5 October, the Preparatory RegionalConsultation Meeting for the II Ministerial Conference aboutthe Information Society in Latin America and the Caribbeanwill take place in Buenos Aires, Argentina (Palacio San Martín,headquarters of the Foreign Ministry of Argentina). This meeting,whose focus is more technical and political, will determinethe degree of progress made towards the implementation ofthe Regional Action Plan for the Information Society eLAC2007and elaborate proposals for a new Regional Action Plan to bediscussed in El Salvador.Se invita a los mediosde comunicación aparticipar de estoseventos.Media are invitedto participate inall of these events.Para mayor información,incluyendo los programas de lasreuniones, visitar el sitio web delPrograma Sociedad de laInformación de la CEPAL.Para consultas de prensa,contactar a los Servicios deInformación de la CEPAL.Correo electrónico:dpisantiago@cepal.org;teléfonos: (56 2) 210 2380/2149For more information,including agendas for these meetings,please visit the web site for ECLAC’sInformation Society Programme.For media inquiries, please contactECLAC’s Information Services Unit.E-mail: dpisantiago@cepal.org;Telephones: (56 2) 210 2380/2149

New ICTsNuevas TICs5NEW BOOK on WSISThe book “Whose Summit? Whose Information Society? Developingcountries and civil society at the World Summit on the InformationSociety”, commissioned by APC and written by David Souter, analysedparticipation and looked at the impact of WSIS on international ICTdecision-making in general. It makes recommendations to all mainactors about how future decision-making might become more inclusive of developingcountries, non-governmental actors and their concerns.Published in May 2007.Available to download:http://rights.apc.org/documents/whose_summit_EN.pdfWSA Opened forNational Nominations:Global RegistrationStarted on July 2nd, 2007The World Summit Award has entered the final and most decisivephase of the two-years phase: registration for the globalcontest has been officially opened on July 2nd. From theon a specially developed database has been made accessible for allthe national experts and will be used for entering national nominationsfrom 168 countries worldwide.All nominations are result of WSA national pre-selections, whichran during the last ten month form Armenia to China, and fromNamibia to Bahrain to Macedonia. In each participating countryeight best practise examples of national quality content wereselected - one in each of the WSA categories. Those products willnow be proposed to the Global WSA by the national experts, providingthe most stunning and elaborative overview on the stateof the art in e-Content production worldwide.The nomination process will run until August 1st. All proposedproducts will be evaluated by the WSA Grand Jury 07, which willmeet in Croatia in September 2007 on the invitation of theCroatian Government.WSA is looking forward toreceiving lots of excitingprojects this year!http://www.wsis-award.org/Preparing Studentsfor Lifelong Learning:The University of theWest Indies MonaLibrary’s InformationLiteracy Unit (MILU)By: Verna GeorgeInformation Literacy (IL): the set ofcompetencies that enable persons to“recognize when information is neededand have the ability to locate, evaluate,and use effectively the needed information.”American Library Association.Presidential Committee on InformationLiteracy. Final Report. (Chicago:American Library Association, 1989.) Seehttp://www.ala.org/acrl/ilcomstan.htmlBackgroundThe UWI Mona Library established its InformationLiteracy (IL) Unit in 2001 to help develop IL competencieson the campus. The Mona InformationLiteracy Unit (MILU) promotes IL toFaculty/Administration to enhance Faculty-Librarycollaboration and integration of IL skills within thecurriculum. It delivers IL sessions to staff and studentsat all levels and in all faculties.MILU employs innovative teaching methods, suchas “The Information Literate Student” skit, andincorporates AV resources such as the “e-literate?”video (Pacific Bell/UCLA, 2000). It fosters librarians’teaching skills via training sessions-designed anddelivered in-house or by the campus’ InstructionalDevelopment Unit. In addition, MILU encourageslibrarians to attend the Association of College andResearch Libraries (ACRL) Institute for InformationLiteracy Immersion Program. MILU’s objectives,standards and outcomes for learning are based primarilyon those of the ACRL.

6The ProgrammeMILU designs and delivers IL modules toundergraduates, postgraduates, facultyand staff of the University of the WestIndies (UWI) Mona. The modules may bespecially tailored to Faculty members’request. Such IL modules have included:1A lecture/workshop for undergraduatestaking UWI Foundation Courses(English for Academic Purposes,Writing in the Disciplines andLanguage-Exposition);2A 7-hour module for postgraduatestudents of Advanced AcademicWriting;3A 7-9-hour module on “InformationGathering Techniques” for undergraduatesin Interviewing Techniquesand Information Gathering at theCaribbean Institute of Media andCommunication (CARIMAC);4A session on “The Holocaust and 19thCentury Europe” conducted alongwith a history lecturer.In fact, MILU has delivered sessions toundergraduates and postgraduates in awide range of subject areas /disciplines/courses:economics, counselling,sociology, psychology, education,library and information science, literaturesin English, government, pure andapplied/medical sciences, inter alia. Thepresentations are used in UWI Mona’sdistance education programme as well.The Unit also offers open sessions onstrategies for searching the online catalogue,databases and the Internet. At thestart of each new academic year, itorganizes library orientation sessions fornew faculty and students, and tours fornew students. All modules emphasize ILcompetencies.Except for the year of Hurricane Ivan,when a number of orientation tourswere cancelled and the Unit was unableto offer seminars in Semester I, thenumber of students exposed to IL sessionshas increased steadily (See graph)

7Since 2006, MILU has been responsiblealso for coordinating Mona librariansin scrutinizing citations in UWIpostgraduate theses.Teaching MaterialMILU has produced an orientationvideo (to be revised since recentintroduction of a new integratedlibrary system), a skit on the informationliterate student, handouts,posters (e.g., on APA and MLA citationstyles), and tutorials. InSeptember 2005, MILU created thetutorial “Citing Using the MLA style”accessible online athttp://www.mona.uwi.edu/library/presentations/MLA_files/frame.htm(It isalso mounted on the UWI St.Augustine Library’s website). Studentscan access MILU’s online cataloguetutorial via the Library’s webpage athttp://www.mona.uwi.edu/library/Currently, MILU is exploring stafftraining in preparation for online ILmodules via the campus’ virtuallearning environment (Ourvle).Outreach to High SchoolsOver the years, MILU has worked atbuilding links with Jamaican highschools:1In November 2002, MILU madepresentations to 2 rural Jamaicanhigh schools, Hampton and Munro.The presentations, “Beyond Words(grades 11-12) and “Read for YourLife!” (grades 7-9), emphasisedevaluation of sources and criticalthinking/reading.2In 2003, MILU librarians presented“When searching for information,where do I go, whom can I trust?”to Caribbean CAPE/A-Level studentsvia the UWI DistanceEducation Centre (UWIDEC). Thesession explored with 60 highschool 6th form students evaluatinginformation and critical thinking,touching on urban legends andother types of misinformation.3In 2004, MILU presented “CAPECommunication Studies: EvaluatingSources” to high schools via RadioMona FM93 as part of the programmeThe A-Team.4In summer 2005, MILU designedand presented the module “WhenSearching for Information, WhereDo I Go? What Do I Trust?” in theUWI’s “Generating Genius”Programme. The joint programmebetween UWI and British educator,Dr. Tony Sewell, hosted 20 grade-7boys from England and Jamaica.The session covered all IL competenciesand included project work,skits and games.5MILU librarians also took part inthe COMLA/UNESCO Workshopon Information Literacy forPublic Librarians Across theCommonwealth, from January 28to February 2, 2006. They designedand presented sessions on“Locating Information Resources:Using the Catalogue”, “Masteringthe Research Process: Children andProject Work in the Library” and“Searching the World Wide Web”for an UNESCO manual.6 Summer IL Projects 2006 & 2007The UWI Mona Library, throughMILU, hosted a 5-day summerworkshop on IL skills specificallyfor high school students. The programmeaimed to: “Increase informationliteracy skills among highschool students; Help studentsmake the transition from highschool to university; Further linksbetween high schools and the UWI;Improve research readiness amongincoming UWI Mona students”(Project letter to principals). Thefirst project-”Learning for Life:Information Literacy Skills forToday and Tomorrow”-was heldfrom August 14 to18, 2006.Twenty-three participants weredrawn from 12 schools in Kingstonand rural Jamaica. A similar projectwas held from July 2-6, 2007 when12 sixth formers from Kingstonhigh schools attended.The keynote address, “IL for Life”,highlighted critical thinking skillsin everyday life. Workshops providedhands-on experience in analyzingan information need andidentifying, locating, evaluatingand using information resourcesto fill the need. Students exploreduse of the online catalogue, onlineand printed reference resources,printed indexes, databases and theInternet. Other sessions coverednote-making, intellectual propertyand plagiarism, as well as somecommon writing errors and howto correct these.Comments from 2006and 2007 participants:“I found [the session on] plagiarismto be most useful because Iwasn’t conscious of how much Iwas doing it in school”“I was amazed at all the lawsinvolved in copyright”

8“I’ve found that libraries can be exciting”“Now I have a reliable source to go towhenever I need help with my projects,SBA, and so on... these things are simplerto write when I used what I got.”“The [catalogue] “Treasure Hunt” [wasmost fun]. Learning about the library isgood but being able to put it to use in apractical assignment is great.”“I found [the session on] evaluating informationto be most useful...not all informationis credible or reliable...”In 2003, The Association of CaribbeanUniversity, Research and InstitutionalLibraries (ACURIL) awarded MILU the SIRSMandarin Award for Leadership in theDevelopment of an Information and/orResearch Skill Programme. The (former andcurrent) coordinators, Paulette Kerr andVerna. George, received the ACURIL Awardfor Excellence in Information Literacy inthe English-Speaking Caribbean and theSherlock Macmillan Award forOutstanding Contribution to CaribbeanLibrarianship for their paper-presentationon marketing IL to UWI faculty.American Library Association. “Information Literacy CompetencyStandards for Higher Education.” 2006. 3 Aug. 2007http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfmGeorge, Verna. “The UWI Library’s Mona Information Literacy Unit(MILU): Enhancing Academic Learning.” 8th Caribbean Tertiary LevelPersonnel Association Annual Conference “A Holistic Approach toStudent Learning and Development: An Imperative Across Borders.”Nassau, Bahamas. 2006.—-, and Paulette Kerr. “Passport to IL Success: Breaking throughBorders between University and High Schools: The University of theWest Indies (Mona, Jamaica) Library’s Summer Information LiteracyProgramme for High School Students.” Association of College &Research Libraries 13th National Conference Poster session. Baltimore,MD. 2007.—-, and Paulette Kerr. “IL Alliances: University Library and High SchoolLibraries Working Together for Life-long Learning.” IASL Reports 2003:School Libraries Breaking Down Barriers: Selected papers from the32nd Annual Conference of the International Association of SchoolLibrarianship, July 2003 Durban, South Africa. Seattle: IASL, 2003.206-218.—-, and Paulette Kerr. “Partnership in the Making: the Easy Task ofGetting Faculty on Board an IL Initiative.” American Library AssociationAnnual Conference Poster session. Atlanta, GA. 2002.—-, and Paulette Kerr. “Parties for Partnership: Getting Faculty Aboardan IL Initiative.” 32nd Annual Conference of the Association ofCaribbean University Research and Institutional Libraries (ACURIL).Ocho Rios, Jamaica. 2003.Nuevo Libro:Exportadoresde Serviciosen InternetSe encuentra disponible la versión en papel delLibro “Exportadores de Servicios en Internet” quese suma a su versión digitalhttp://www.e-libro.net/generos/libro.asp?id_libro=2064Este libro compilado por Sonia Boiarov, Cristina Rozo y NaumPoliszuk, se ha basado en el informe científico de la investigaciónETIS-LAC, Exportación de Teleservicios para la InclusiónSocio-Laboral de América Latina y el Caribe. Ha buscado respuestasa preguntas como ¿Qué teleservicios se ofrecen desde la región?¿Quiénes pueden tener interés en contratar teleservicios deLatinoamérica y el Caribe? ¿Qué obstáculos legales y administrativospueden encontrarse para las transacciones electrónicas en el mercadointernacional de teleservicios? ¿Por qué los puestos de call centerno se deslocalizan a pesar del avance tecnológico, especialmente conel desarrollo de la voz sobre IP?Los servicios se han convertido en uno de los sectores de más rápidocrecimiento del comercio internacional, en especial aquellos relacionadoscon nuevas tecnologías. Se estima que los servicios constituirán el50% del comercio mundial en el año 2020. Esta evolución estimada,provocará la proliferación de nuevas oportunidades de trabajo que nopueden y no deben ser desaprovechadas.Los cambios tecnológicos y la aparición de nuevas formas de desarrollode las actividades laborales, dieron lugar a prestaciones como los“Teleservicios” o servicios que se pueden prestar a distancia a travésde Internet.Los teleservicios han alcanzado los mercados internacionales permitiendouna mayor inclusión laboral por su gran variedad y complejidad,y sin necesidad de que el trabajador emigre.Esta investigación constituye uno de los primeros estudios en estamateria.The authorVerna GeorgeCoordinatorMona Information Literacy Unitverna.george@uwimona.edu.jmMás información:MSCT Sonia Boiarovboiarov@tic.org.ar

9Conferencia RegionalWINDS@BUENOS Aires 2007El proyecto desarrollalas siguientes acciones:Cooperación estratégica en investigación en TIC entreEuropa y América Latina. Buenos Aires, 21 y 22 denoviembre.Oficina Nacional de Tecnologías de Información (ONTI),Buenos Aires, Av.Roque Sáenz Peña 511, Buenos Aires, Salónde Conferencias, Planta BajaEste evento se realiza con la colaboración y participación dela WINDS Task Force, Oficina Nacional de Tecnologías deInformación (ONTI) de la Subsecretaría Nacional de la GestiónPública, ABEST de la Secretaría Nacional de Ciencia,Tecnología e Innovación Productiva (SECINV), la empresaTransistemas y la Red de Organizaciones Digitales Argentinas(RODAr).El proyecto WINDS América Latina, http://www.winds-lac.eu,se propone profundizar la cooperación estratégica en I+Dentre Europa y América Latina (AL), a través de:• La construcción, comenzando con lo que ya existe, de unaComunidad multinacional y multisectorial que implica unarepresentación importante de los actores relevantes de I+D,europeos y latinoamericanos (investigadores, empresarios,decisores políticos, usuarios).• La identificación de las necesidades comunes, temas deinvestigación y oportunidades para la cooperación en I+Dentre la Unión Europea (UE) y América Latina, sentando lasbases para la formulación de una estrategia global de investigaciónsobre TIC.• Construye la capacidad de observación, análisis y pronósticonecesaria para identificar las cuestiones clave en I+D, asícomo los actores fundamentales sobre los cuales focalizar lacooperación UE-AL en este campo;• Garantiza que la información sobre la I+D europea se difundaa un alto número de decisores estratégicos sobre I+D,facilitando el diálogo entre los decisores políticos, empresas,la sociedad civil y la comunidad de investigadores;• Organiza tres Conferencias sobre Investigación en AL, dosseminarios sobre políticas de investigación en Europa, y unaConferencia final en Bruselas, para realzar el diálogo y lacooperación existente con los actores de AL, marcando larelevancia de la investigación europea en I+D;• Establece un proceso de consulta abierto y sustentable,que conducirá a bases de datos y mapas de equipos deinvestigación y posibles alianzas para la futura colaboraciónen R+D entre EU y AL sobre TIC.• Se coordina con otras acciones de soporte a la I+D enAL y otros países para construir una red global capaz deprofundizar la estrategia de la cooperación europea aescala global.• Asegura que la R+D llevada a cabo en LA se difunda enEuropa.• Efectúa propuestas de políticas y estrategias de cooperaciónAL - EU en I+D.El consorcio de WINDS esta formado por las siguientes institucionesLatinoamericanas y Europeas:MENON Network (Bélgica)Pontificia Universidade do Rio de Janeiro (Brasil)Universidad Politécnica de Madrid (España)Universidad Politécnica de Catalunya (España)Instituto Tecnológico y de Estudios Superiores de Monterrey(México)University of Duisburg Essen (Alemania)Fundación Gestión y Desarrollo (Argentina)Más información:Daniel Finquelievichdaniel@finquel.com.ar

10UNESCO InternationalConference and Exhibition onKnowledge Parks.Muscat, Sultanate of Oman,1-3 September 2007About the ConferenceUNESCO seeks to bring together all the stakeholders involved in the establishmentof knowledge parks in order to create favorable conditions formajor regional partnerships.Co-organized by UNESCO and the Ministry of Education of the Sultanate ofOman, the conference and the exhibition are designed to introduce a spectrumof creative ideas for knowledge parks in the developing world. Therefore,it is an excellent opportunity for industries to be present and to sponsor thisevent with an eye on partnering with governments, UN agencies, NGO’s anddonors to build regional knowledge parks.Target Audience• High-level government representatives and policy makers.• Representatives of development banks, regional funds and donors.• Managers of knowledge, technology, innovation and science parks.• Specialists in the areas of ICT, education, science and knowledge managers.• Heads of research and development institutions.• Representatives of the private sector, including young entrepreneurs.Focus Areas• ICT Creative Industries and EntrepreneurshipThe Conference will look at models of knowledge parks aimed at utilizing ICTsto develop skills for young en-trepreneurs in order to start IT busi-nesses inthe area of creative indus-tries. It will present examples from the developingworld (i.e. Oman’s Knowledge Oasis, Egypt’s Smart Vil-lage, etc.)• Digital Knowledge ManagementThe Conference will focus on new models of knowledge parks dealing withknowledge preservation, dis-semination and utilization. It will dis-cuss examplesof new generations of knowledge management settings such as theBibliotheca Alexandrina.• Models of ICT-based Knowledge Parks for DevelopmentThe Conference will discus how Knowledge Parks can serve economic developmentpriorities in developing countries focussing on strategic do-mains fordevelopment - education, science and health. It will explore modalities andsouth-south/ north-south partnerships for countries to build their ownKnowledge Parks in the most relevant domains.Resumen:¿Por qué investigamos durantetres años sobre los cibercafés?Por varias razones:A: A la luz de varios estudios desarrolladossobre usuarios de Internet enArgentina, nos resultó evidente que almenos desde el año 2003 hasta el 2007,más de un tercio de los internautasargentinos lo eran gracias a estos lugaresprivados de acceso público.B: La verificación de que las personasque utilizan los cibercafés pertenecen ensu gran mayoría a grupos que no poseenacceso a Internet ni desde sus hogaresni desde sus lugares de trabajos.C. El deseo de convalidar que los cibercafésson parte del paradigma de lamovilidad: no sólo se es usuario móvilmediante la utilización de dispositivosmóviles, como los teléfonos celulares ylas palm tops, o las tecnologías inalámbricascomo el Wi Fi, sino que tambiénse satisface la necesidad de movilidad yde ubicuidad, mediante la conectividaddesde puntos fijos, siempre y cuandoéstos tengan una cobertura geográficaque posibilite su acceso cómodo.D. El interés en investigar otras posibilidadesbrindadas por los cibercafés,como la democratización del acceso a laSociedad del Conocimiento (SC) y elMore about the Conference:http://portal.unesco.org/ci/fr/ev.php-URL_ID=24158&URL_DO=DO_TOPIC&URL_SECTION=201.html

Information SciencesCiencias de la Información11Libro:El (involuntario)rol social de loscibercafésEl sitio web como medio de difusiónespecializada: Arquitectura de lainformación (AI), Usabilidad yAccesibilidadPor: Susana Finquelievich y Alejandro Princeaprendizaje informal y experiencial que serealiza desde ellos.En este trabajo, cuando nos referimos alos lugares privados de acceso público,englobamos en este concepto tanto a loslocutorios, telecentros o franquicias deTelefónica y Telecom, como a los internetorios,los establecimientos de juegos enred, y los cibercafés propiamente dichos,mayormente microemprendimientos independientes.Para comodidad del lector, nosreferiremos a este conjunto como a “loscibercafés” o “los ciber”.Nuestra investigación se focaliza sobre lautilización de lugares privados de accesopúblico para todos los grupos socialespero haciendo foco en los grupos demenores ingresos y vulnerables (comoniños y adolescentes en situación decalle). Nos concentramos sobre el potencialde inclusión de los cibercafés, almenos entendiendo inclusión comoconectividad y posibilidad de aprendizajeLos autores de este libro pensamos que sepueden utilizar los cibercafés en políticasy programas sociales públicos y privados,no sólo para optimizar la conectividad y laconsecuente apropiación endógena, sinotambién para generar acciones que ayudena resolver las otras brechas. Muchosautores han visto a la brecha digital comoun desequilibrio que agranda y profundizalas otras brechas. Nosotros, a la inversa,queremos intentar el camino de ver ala reducción de la brecha como una multiplicatoriadigital, que coadyuve a laresolución de las otras desigualdades.Acceder a libro completo en PDF:http://www.oei.es/noticias/spip.php?article905ISBN 978-987-05-3162-3.Primera edición del Curso ONLINE que la Fundación Ciencias de laDocumentación realizará en el mes de octubre de 2007 y cuyas plazas estánlimitadas. Del 3 al 17 de OctubreMatrícula: 100 EUROS / USD que se pueden abonar por tarjeta de crédito ysin comisiones mediante servidor seguro desde la dirección:http://www.documentalistas.org/paypalCertificado: Se expedirán certificaciones oficiales en papel que acreditarán 40horas lectivas.Destinatarios: Podrán acceder a este curso especializado los profesionales quetrabajan en Archivos, Bibliotecas, Museos, Centros de Documentación,Administradores, Digitadores, Ingenieros, Diseñadores web, Gestores deservicios de información, Desarrolladores y cualquier profesional y técnicode distintas disciplinas (Artes, Educación, Salud, Administración Pública,Derecho, Periodismo, etc.) que por su orientación laboral o profesional sesientan motivados en adquirir conocimientos y desarrollar habilidades queles permita ejecutar con eficiencia las tareas de comunicación y acceso delsitio web que tienen a su cargo desarrollando estrategias de gestión paraadaptarse al nuevo medio.Programa:1. La comunicación: el sitio web como medio de difusión especializada2. Arquitectura de la información: definiciones, cualidades, proceso ycomponentes.3. Usabilidad: definiciones, cualidades, experiencia del usuario, técnicas deevaluación y normas generales.4. Accesibilidad Web: definición, leyes y políticas, pautas, herramientas devalidación y normas generales.Más información en:http://www.documentalistas.org/formacion/web.phpE-mail: fundacion@documentalistas.orgpara otras formas de pago.Fundación Ciencias de la DocumentaciónInscrita en el Protectorado - Ministerio de Cultura Españolwww.documentalistas.orgTelf.: +34 927 416 606

12Guidelines for the creation ofinstitutional repositories atuniversities and highereducation institutionsDirectrices para la creación de losrepositorios institucionales en universidadesy organizaciones de educación superiorThe book Guidelines for the creation of institutionalrepositories at universities and higher educationinstitutions, prepared by the Group of ScientificInformation Repositories coordinated by AntonioFernández Porcel, of Granada University.The document is presented in a trilingual mode;with the purpose of represent the languages thatembrace a great number of partner institutions ofALFA Network Babel Library, as well as to makemore accessible its contents to a wider audience.We have additional copies of the handbook, whichwe can send to your institution in the amount thatyou indicate to us. Due to budget restrictions werequest that your institution takes the shipmentcost. Additionally we send you by email a PDF versionof this work. I ask for your collaboration in thediffusion of this handbook. This files are availablein http://agora.ucv.cl/dos.php?t=tot&d=651We will shortly have available in a few weeks theHandbook of didactic strategies for the use of ICT’sin higher education institutions.La versión digital del libro Directrices para la creación de repositorios institucionalesen universidades y organizaciones de educación superior, preparado por elGrupo de Trabajo Repositorios de Información Científica coordinado por AntonioFernández Porcel, de la Universidad de Granada.El documento es presentado en forma trilingüe, con el propósito de representarlos idiomas que abarcan una mayor cantidad instituciones socias de la Red ALFABiblioteca de Babel, así como de hacer más accesible sus contenidos a un públicomás amplio.En el sitio de la Red Alfa dentro de Biblioteca Ágora hemos depositado todos losarchivos necesarios: Word, Indisign, PDF que le permite a usted utilizar este textode acuerdo a sus requerimientos. Adicionalmente esté disponible enhttp://agora.ucv.cl/dos.php?t=tot&d=651Nos encontramos prontosa tener disponible en laspróximas semanas elManual de estrategiasdidácticas para el uso de laTIC´s en las institucionesde educación superior.More information/ Más información:Atilio Bustos González/ abustos@ucv.clDirector Sistema de BibliotecaPontificia Universidad Católica de ValparaísoAv. Brasil 2950 - Código Postal 2374631Valparaíso - CHILEhttp://biblioteca.ucv.cl/http://agora.ucv.clLibrariesBibliotecas“Caribbean Libraries in the 21stCentury: Changes, Challenges, andChoices” at ACURIL 2007, I wouldlike to share the following info:By Cheryl Peltier-Davis and Shamin RenwickPublisher: Information TodayCaribbean Libraries in the 21st century: Changes, Challenges, andChoices documents the state of Caribbean libraries at this timeby examining theresponses by these institutions to the changes,challenges and choices in an increasingly evolving electronicinformation environment. Practitioners andresearchers in thefield of library and information science describe their efforts andexperiences in addressing the myriad issues which are currentlyaffecting libraries all around the world.Subject areas include management of collections, staff and services,implementing innovative services, integration and impactof information technology on library services, library cooperationand resource sharing, education and training of libraryusers, delivering courses to distance learners, and the role of the21st century librarian. Collectively, the 25 chapters (by 40 contributors)in this book will be a valuable research resource forinformation professionals, information/computer scientists,bibliographers, documentalists, educators and library sciencestudents with an interest in the work of Caribbean libraries.The table of contents is detailed on the website:http://ttemail.com/~srenwick/default.htm.Attached is the flyer for ordering the book. ACURIL members areentitled to a discount when ordering from the publishers.Please contact me if you need anyfurther information or clarification.

Libraries Bibliotecas131. Introduction:From Homo SapiensSapiens until theDigital WorldHomo Sapiens is calculated tohave been around for about 50,000years. Human knowledge andassociated information were conveyedonly orally for 45,000 years.Five thousand years ago, alongwith the Agricultural Revolution,the first traces of writing appeared,and humans began to manifest theneed to store knowledge thatstretched beyond them individually:clay tablets, papyrus scrolls, theage of Alexander the Great and thefamed Alexandria Library, theIndo-American codices andEuropean manuscripts, untilGutenberg invented the printingpress, as the Industrial Revolutiondawned, just 500 years ago, beginningto spread knowledge aroundthe planet. The empire of printedinformation, for 500 years nowand running through the 20th century,has materialized mainly in asingle information support medium:paper. Information has beenhandled almost exclusively in asingle world, the World ofPublishing.We could venture to call the 20thcentury (which is already the past)the Media Century. In its first 50years, photography, videotape,telex, phonographic records, taperecorders and tapes, X-rays, thetelegraph, the telephone, film andvideo cameras, radio and televisionwere all created, and developed asindependent worlds. So, we stillspeak of “the world of radio”,“the world of TV”, “the world ofprint media”, “the world of films”,and so on. However, during thesecond half of that century, thedigital computer was invented,and gave rise to a transcendentstep in information management:these “worlds” all converged.Epitomizing the spiral dialecticsof evolution, the world once againbecame one world, but much morecomplex: the Digital World.2. The ComputerOriginally, the term “computer”referred to a person who performednumerical calculations (a humancomputer), often with the aid of amechanical calculating device.Examples of early mechanicalcomputing devices included theabacus, the slide rule and arguably,the astrolabe and the Antikytheramechanism (which dates fromabout 150-100 BC). 1During the first half of the 20thcentury, many scientific computingneeds were met by increasinglysophisticated analog computers,which used a direct mechanical orelectrical model of the problem asa basis for computation. However,these equipments were not programmableand generally lackedthe versatility and accuracy ofmodern digital computers.Conceived and designed by JohnMauchly and J. Presper Eckert ofthe University of Pennsylvania,ENIAC, short for ElectronicNumerical Integrator AndComputer, was the first large-scale,electronic, digital computer capableof being reprogrammed tosolve a full range of computingproblems. 21 The end of the Middle Ages saw a re-invigoration ofEuropean mathematics and engineering, andWilhelm Schickard’s 1623 device was the first of anumber of mechanical calculators constructed byEuropean engineers.In 1801, Joseph Marie Jacquard made an improvementin the textile loom that used a series of punchedpaper cards as a template to allow his loom toweave intricate patterns automatically. Large-scaleautomated data processing of punched cards wasperformed for the US Census in 1890 by tabulatingmachines designed by Herman Hollerith and manufacturedby the Computing Tabulating RecordingCorporation, which later became IBM.2 ENIAC was designed and built to calculate artilleryfiring tables for the U.S. Army’s Ballistics ResearchLaboratory. The first problems run on the ENIAC however,were related to designing the hydrogen bomb.Challenges andOpportunitiesof Digital Librariesand DigitalRepositoriesBy Isidro Fernandez-Aballi

14Defining characteristics of five earlyworking digital computersComputerShownworkingBinaryElectronicProgrammableTuringcompleteZuse Z3Atanasoff-BerryComputerMay 1941Summer 1941YesYesNoYesBy punched filmstockNoYes (1998)NoColossusDecember 1943 /January 1944YesYesPartially, by rewiringNoHarvard Mark I -IBM ASCC1944NoNoBy punched papertapeYes (1998)ENIAC1944NoYesPartially, by rewiringYes1948NoYesBy Function TableROMYesFig. 1 Defining characteristics of five early working digital computersWe do not need to describe the presentand future computer machines,because we work and play with themevery day. This short historical mentionis to emphasize our humaninterest in having a computerizedsystem to help us. Making anabstraction, we could consider theAlexandrina Library, as the first“manual machine” for informationstorage and retrieval, the same basicprinciple as modern computers.3. The binary numberingsystem. Computerrepresentation systemDigital Computers represent informationbased on the binary numberingsystem, comprising zeroesand ones. This is because there aretwo possible physical states in thesimplest electrical circuit, namely:connected (on) or disconnected(off). In a computer system, thesetwo numerical values may be representedby two different voltages; oron a magnetic disk, by magneticpoles (North and South), or on anoptical disk, such as a CD-ROM, by“pits” and “grounds”.A binary number can be representedby any sequence of bits (binary digits),which in turn may be representedby any mechanism capable ofbeing in two mutually exclusivestates represented by 0 or 1. The followingsequences of symbols couldall be interpreted as the same binarynumeric value, 365:1 0 1 1 0 1 1 0 1| - | | - | | - |X O X X O X X O XY N Y Y N Y Y N YFig. 2. Sequences of symbols that could all be interpretedas the same binary numerical value of 3654. Analog versus digitalinformationWe humans are Analog InformationProcessing Units (AIPU) - maybeextraterrestrial people call us that.Natural human perception of thesurrounding world is a process ofretrieval, processing and storage ofanalog information. The microscope,the telescope or a simple pair of eyeglasses,have been extensions ofhuman vision to have a better perceptionof the Universe. They areapparatuses to facilitate retrieval ofanalog information to be processedby our brain. The information containedin a block of text or an image,whether on paper or a digital computerdisplay, which is captured byour eyes and processed by our brain,is analog information.A computer display is one of themost common interfaces to convertdigital into analog information, butthe “touch pad display” converts theanalog information produced by ourtouching finger into digital informationfor the computer’s CentralProcessing Unit.The invention of the computer, andconsequently of much more hardwarebased on digital informationprocessing, has increased the relativeimportance of Digital Information,but we should not forget digitalinformation is not human-readableand must be converted into analoginformation.

15The philosophical and physical conceptsof digital and analog systemsare extremely rich. A comprehensiveunderstanding of this pair ofphilosophical categories requiresand extends knowledge of physicsand mathematics.5. The Powerof Digital DataTo illustrate the evolution of “digitaldata power”, of that language torepresent computer-readable informationaccompanying the giddydevelopment of computing andconsequently the process of interpretingthe world digitally, allowme to present a few examples:6. Digitization processDigitizing or digitization is representingan analog object, whichcould be a document, an image, ora signal, by a discrete set of itspoints or samples. The result iscalled “digital representation” or a“digital object”A series of integers can be transformedback into an analog signalthat approximates the original analogsignal. Such a transformation iscalled Digital-Analog conversion.There are two factors determininghow close such an approximation ofan analog signal (A) to a digitization(D) can be, namely the sampling rateand the number of bits used to representthe integers.7. Why digitize?The reasons for implementing a digitizationproject, or more preciselyfor digital conversion of non-digitalsource material, are varied and maywell overlap. The decision to digitizemay be in order to:A. Increase access: this is the mostobvious and primary reason,where there is thought to be ahigh demand from users and thelibrary or archive has the desireto improve access to a specificcollection;• 10 bytes are a word• 2 Kilobytes (103) are a typed page• 10 Kilobytes are a static Website page• 50 Kilobytes are the compressed image of one page of a document• 1 Megabyte (106) is a small novel• 5 Megabytes are the complete works of Shakespeare• 100 Megabytes are a standard-sized bookshelf• 500 Megabytes are a CD-ROM• 50 Gigabytes (109) are one floor of books in a storage tower of a standardnational library.• 1 Terabyte (1012) is the information that would fit into 50,000 trees turned into paper• 2 Terabytes are an excellent academic library.• 10 Terabytes are the printed collection of the Library of Congress• 2 Petabytes (1015) are all the academic libraries in the US• 8 Petabytes are all information currently on the Web• 200 Petabytes are all the printed production in 1995• 2 Hexabytes (1018) are all the information produced in 2002• 5 Hexabytes are everything that all humans speak in a year.And we still have in reserve the Zetabytes (1021 bytes) and Yottabytes (1024 bytes).Therefore, we could humorously say that all current human knowledge could befit in a memory circuit the size of a “grain of rice”.B. Improve services for an expandinguser group by providingenhanced access to the institution’sresources with respect toeducation, and lifelong learning;C. Reduce the handling and use offragile or heavily used originalmaterial and create a “back up”copy for endangered materialsuch as brittle books or documents;D. Give the institution opportunitiesto develop its technical infrastructureand staff skill capacity;E. Establish sharing partnershipswith other institutions to createvirtual collections and increaseworldwide access;F. Seek partnerships with otherinstitutions to capitalize on theeconomic advantages of a sharedapproach;G. Take advantage of financialopportunities, for example thelikelihood of securing funding toimplement a program, or of aparticular project being able togenerate significant income.8. User interfacesA user interface is a means of translationbetween entities that do notspeak the same language, such asbetween humans and computers.The interface between a human anda computer is called a user interface.Interfaces between hardware componentsare physical interfaces, such asthe mouse, the keyboard, and thedisplay, among others. In the case ofa special user with physical disabilities,including people with impairedvision, special interfaces are used.Regarding software or computer programs,the user interface refers to thegraphical, textual and auditoryinformation a computer programpresents to the user, and the controlsequences the user employs to controlthe program, such as keystrokeswith the computer keyboard, movementsof the computer mouse, andselections with the touch-screen.There are two main kinds of userinterfaces. Graphical user interfaces(GUI) accept input via devices suchthe keyboard and mouse and providearticulated graphical output on thecomputer monitor, and Web-based

16user interfaces accept input and provideoutput by generating Web pagesthat are transported via the Internetand viewed by the user using a webbrowser program.The design of user interfaces comprisesa multidisciplinary field known as“Human-Computer Interaction” (HCI).It has achieved important progress inthe last few years in fields of hardwareand software, including not onlycomputers, but also PDAs, cellularphones, digital TVs, and other equipmentwith capabilities to retrieve,process and store information.To give an idea of user interface diversity, 17 different interfaces are listed below:1. Command line interfaces2. Tactile interfaces10. Multi-screen interfaces3. Touch interfaces11. Non-command user interfaces4. Attentive user interfaces 12. Reflexive user interfaces5. Batch interfaces13. Tangible user interfaces6. Conversational interface 14. Text user interfaces7. Crossing-based interfaces 15. Voice user interfaces8. Gesture interfaces16. Zero-Input interfaces9. Intelligent User Interfaces 17. Zooming user interfaces9. HypertextHypertext most often refers to text ona computer that will lead the user toother related information on demand.Hypertext represents a relativelyrecent innovation to user interfacing,which overcomes some of the limitationsof written text. Rather thanremaining static like traditional text,hypertext makes possible a dynamicorganization of information throughlinks and connections (called hyperlinks).Hypertext can be designed toperform various tasks; for instancewhen a user “clicks” on it a bubblewith a word definition may appear, ora Web page on a related subject mayload, or a video clip may run, or anapplication may open.All major histories of what we nowcall hypertext start in 1945, whenVannevar Bush wrote an article inThe Atlantic Monthly called “As WeMay Think,” about a futuristic devicehe called a Memex. He described thedevice as a mechanical desk linked toan extensive archive of microfilms,able to display books, writings, or anydocument from a library. However,although the modern story of hypertextstarts with the Memex, twoAmerican men are generally creditedwith inventing hypertext: Ted Nelsonand Douglas Engelbart. It was Nelsonwho coined the words “hypertext”and “hypermedia” in 1965 andEngelbart had begun working on hisNLS system or oNLine System in 1962at Stanford Research Institute, whichwas the first system to employ thepractical hypertext links, the mouse(co-invented by Engelbart and BillEnglish), raster-scan video monitors,information organized by relevance,screen windowing, presentation programs,and other modern computingconcepts.Hypertext documents can be eitherstatic (prepared and stored inadvance) or dynamic (continuallychanging in response to user input).Static hypertext can be used to crossreferencecollections of data in documents,software applications, or bookson CD. However, hypertext can developvery complex, dynamic systems oflinking and cross-referencing. Themost famous implementation ofhypertext is the World Wide Web,which was created in the late 1980s, byBerners-Lee, at CERN (Centreeuropéenne pour la recherchenucléaire), to meet the demand forautomatic information-sharing amongscientists working at different universitiesand institutes all over the world.10. Data and MetadataMetadata is data about data.Metadata describes how and whenand by whom a particular set of datawas collected, and how the data isformatted. Metadata is essential forunderstanding information stored indata warehouses and has becomeincreasingly important in XML-basedWeb applications. The term also refersto any data used to aid the identification,description and location of networkedelectronic resources. Manydifferent metadata formats exist,some quite simple in their description,others quite complex and rich.Metadata is structured data describingthe characteristics of a resource. Itshares many similar characteristicswith the cataloguing that takes placein libraries, museums and archives.The term “meta” derives from theGreek word denoting a nature of ahigher order or more fundamentalkind. A metadata record consists of anumber of pre-defined elements representingspecific attributes of aresource, and each element can haveone or more values. Below is anexample of a simple metadata record:Element nameTitleCreatorPublisherIdentifierFormatRelationFig. 3 Example of a simple metadata record

17Some of the most popular metadata schemas include:• Dublin Core• AACR2 (Anglo-American Cataloging Rules)• GILS (Government Information Locator Service)• EAD (Encoded Archives Description)• IMS (IMS Global Learning Consortium)• AGLS (Australian Government Locator Service)While the syntax is not strictly part of the metadata schema,the data will be unusable unless the encoding schemeunderstands the semantics of the metadata schema.Encoding allows the metadata to be processed by a computerprogram. Important schemes include:• HTML (Hyper-Text Markup Language)• SGML (Standard Generalized Markup Language)• XML (eXtensible Markup Language)• RDF (Resource Description Framework)• MARC (MAchine Readable Cataloging)• MIME (Multipurpose Internet Mail Extensions)Each metadata schema will usuallyhave the following characteristics:• a limited number of elements• the name of each element• the meaning of each elementTypically, the semantics is descriptiveof the contents, location, physicalattributes, type (e.g. text or image,map or model) and form (e.g. printcopy, electronic file). Key metadataelements supporting access to publisheddocuments include the originatorof a work, its title, when andwhere it was published and the subjectareas it covers. Where the informationis issued in analog form, suchas print material, additional metadatais provided to assist in the location ofthe information, e.g. call numbersused in libraries.ValueWeb catalogueDagnija McAuliffeUniversity of Queensland Libraryhttp://www.library.uq.edu.au/iad/mainmenu.htmlText/htmlLibrary Web site11. Why use metadata?The inadequacy of search engines inlocating quality information resourcesis well known. How does metadatasolve the problem? A more formal definitionof metadata offers a clue:Metadata is data associated withobjects that relieves their potentialusers of having full advance knowledgeof their existence or characteristics.3Information resources must be madevisible in a way that allows people totell whether the resources are likelyto be useful to them. This is veryimportant in the online world, and inparticular, the World Wide Web. As itwas already mentioned, Metadata is asystematic method for describingresources and thereby improvingaccess to them. If a resource hasvalue when it is made available,then it is worth describing it withmetadata, so as to maximize theability to locate it.Metadata provides the essential linkbetween the information creator andthe information user.3 Specification for resource description methods Part 1: Areview of metadata: a survey of current resource descriptionformats. Lorcan Dempsey and Rachel Heery, March, 1997.http://www.ukoln.ac.uk/metadata/desire/overview/While the primary aim of metadata isto improve resource discovery, metadatasets are also being developed forother reasons, including:• administrative control• security• personal information• management information• content rating• rights management• preservationWhile this document concentrates onresource discovery and retrieval, theseadditional purposes for metadatashould also be kept in mind.12. What is aDigital Library?A digital library is a library in whichcollections are stored in digital formats(as opposed to print, microform,or other media) and accessibleby computers. The digital contentmay be stored locally, or accessedremotely via computer networks.However, it also represents themeeting point of many disciplinesand fields, including data management,information retrieval, librarysciences, document management,information systems, the Web, imageprocessing, artificial intelligence,

18human-computer interaction, anddigital preservation. This multidisciplinarynature has led to a variety ofdefinitions as to what a DigitalLibrary is. The concept of DigitalLibrary has evolved substantiallysince the early idea of it as a systemfor providing access to digitizedbooks and other text documents.The term digital library is diffuseenough to be applied to a wide rangeof collections and organizations, but,to be considered a digital library, anonline collection of information mustbe managed by and made accessibleto a community of users. Thus, someWeb sites can be considered digitallibraries, but far from all. Many of thebest-known digital libraries are olderthan the Web, e.g., Project Perseus 4 ,Project Gutenberg 5 , and ibiblio. 6A distinction is often made betweencontent that was created in a digitalformat, known as born digital, andinformation that has been convertedfrom a physical medium, e.g., paper,by digitizing. The term hybrid libraryis sometimes used for libraries haveboth physical collections and digitalcollections.13. Why DigitalLibraries?Traditional libraries are limited bystorage space; digital libraries havethe potential to store much moreinformation in very little physicalspace. As such, the cost of maintaininga digital library is much lowerthan that of a traditional library. Atraditional library must spend largesums of money paying for staff, bookmaintenance, rent, and additionalbooks. Digital libraries do away withthese fees.Digital libraries can immediatelyadopt innovations in technology providingusers with improvements inelectronic and audio book technologyas well as presenting new forms ofcommunication such as wikis andblogs.4 http://www.perseus.tufts.edu/5 http://www.gutenberg.org/wiki/Main_Page6 http://www.ibiblio.org/pub/Linux/Advantages of Digital Libraries:• No physical boundary.• Round-the-clock availability.• Multiple accesses.• A better-structured approach• Excellent facilities for informationretrieval.• Easier preservation and conservation• Economy in space required.• Access facilities for other DigitalLibraries (networking)• Less cost (but will require periodicinvestment to keep the informaticsplatform updated and to migratedata, which are relatively expensiveactivities)14. What is a DigitalRepository?Many institutions are activelyinvolved in building digital repositoriesof the institution’s books, papers,theses, and other works that can bedigitized or were ‘born digital’. Manyof these repositories are made availableto the general public with fewrestrictions, in accordance with thegoals of the Institution. Many trulyfree, corporate repositories arereferred to as digital libraries.15. What is a DigitalArchive?A documented information systememploying information architectureconfigured to assure trust- worthinessand long-term retention ofdigital assets.Archives differ from libraries in severalways. Traditionally, archives weredefined as:a) Containing primary sources ofinformation (typically letters andpapers directly produced by an individualor organization) rather thanthe secondary sources found in alibrary (books, etc);b) Having their contents organizedin groups rather than individualitems. Whereas books in a library arecatalogued individually, items in anarchive are typically grouped byprovenance (the individual or organizationwho created them) and originalorder (the order in which the materialswere kept by the creator);c) Having unique contents. Whereasa book may be found at many differentlibraries, depending on its rarity,the records in an archive are usuallyone-of-a-kind, and cannot be foundor consulted at any other locationexcept at the archive that holds them.The technology used to create digitallibraries has been even more revolutionaryfor archives since it breaksdown the second and third of thesegeneral rules. The use of searchengines, Optical CharacterRecognition and metadata allow digitalcopies of individual items (i.e. letters)to be cataloged, and the abilityto remotely access digital copies hasremoved the necessity of physicallygoing to a particular archive to find aparticular set of records. The OxfordText Archive is generally consideredto be the oldest digital archive of academicprimary source materials.16. What is a VirtualLibrary?The term Virtual recently has beendefined philosophically as, that whichis not real, but may display the fullqualities of the real. Consequently, aVirtual Library displays the qualitiesof one library, as if it were placed inone location, but it actually comprisesmore than one library, i.e. a federationof digital libraries, which distributeinformation processing, butoffer integrated services.There are two general strategies forsearching within a federation of digitallibraries:1. distributed searching, and2. searching previously harvestedmetadata.

19Distributed searching typicallyinvolves a client sending multiplesearch requests in parallel to a numberof servers in the federation. The resultsare gathered, duplicates are eliminatedor clustered, and the remaining itemsare sorted and presented back to theclient. Protocols such as Z39.50 are frequentlyused in distributed searching.A benefit to this approach is that theresource-intensive tasks of indexingand storage are left to the respectiveservers in the federation. A drawbackto this approach is that the searchmechanism is limited by the differentindexing and ranking capabilities ofeach database, making it difficult toassemble a combined result consistingof the most relevant items found.Searching over previously harvestedmetadata involves searching a locallystored index of information that haspreviously been collected from thelibraries in the federation. When asearch is performed, the search mechanismdoes not need to make connectionswith the digital libraries it issearching - it already has a local representationof the information. Thisapproach requires the creation of anindexing and harvesting mechanismthat operates regularly, connecting toall the digital libraries and queryingthe whole collection in order to discovernew and updated resources. Forexample, Open Archives InitiativeProtocol for Metadata Harvesting. 77 OAI-PMH is frequently used by digital libraries to allowmetadata to be harvested. A benefit of this approach is thatthe search mechanism has full control over indexing and rankingalgorithms, possibly allowing more consistent results. Adrawback is that harvesting and indexing systems are moreresource-intensive and therefore expensive.17. Legal challenges onDigital Libraries?Institutions intending to initiate aDigital Library project need to beaware from the outset that they mustinvestigate the copyright situationinvolved for each item that theyintend to digitize, and also the legalposition affecting access by users toany of the digital objects that will becreated by the project. They also needto consider issues involving theauthenticity of the digital objects createdif they are to serve as surrogatesfor the original source materials.This aspect should consider the followingtopics among others:Copyright, Authenticity, IntellectualProperty Management and LegalDeposit.Good metadata includes a clear statementon the conditions and terms ofuse for the digital object. Terms andconditions of use include legal rights(e.g. fair use), permissions, and limitationson the exercise of permissions.The user should be informed regardinghow to obtain permission forrestricted uses and how to cite thematerial for allowed uses.On the other hand, involved institutionsshould be able to authenticateany and all objects to be included inthe digital collection. Research ispredicated on verifiable evidence.Teaching and learning, as well asother forms of cultural engagement,also rely on a user’s ability to assessan information object’s veracity,accuracy, and authenticity. There aresome cases where verification takeson additional significance, as forexample with information that suppliesevidence about important pastor current events. In archives, theauthenticity of records, including digitalrecords, has legal significance.Also, information documenting anobject’s origin and developmentalhistory that is known as “digitalprovenance” is recorded as metadataassociated with an object.Most countries in the world have legislationthat regulates the area oflegal deposit for publications offeredto the public. There are severalmotives for this, but the most importantone is normally to preserve thecultural heritage. Other motives are tocreate a base for a national bibliographyor a desire to support librarieswith published material.Originally, legal deposit legislationonly covered printed publications, butduring the last decade publishing inelectronic form has grown enormouslyand forced legislators to start todefine such publications also in logicalterms. The expansion is not onlyquantitative but is linked to the factthat new producers establish themselves,and in so doing expand theboundaries of what can be publishedelectronically. Any private individualwith a computer and Internet accesscan take on the role of being simultaneouslywriter, publisher, printer anddistributor of published material.The user should be informedregarding how to obtain permissionfor restricted uses and how to citethe material for allowed uses

2018. Challenges “check list” on Digital Libraries1- What are the fund-selection criteria in a DigitalLibrary?a. Which documents we are going to digitize? For example:i. Text (contemporary, rare and historic materials)ii. Audiovisuals (images, sound and movies)b. Which digitization technologies are we going to use?c. Which digital documents are we going to include?2- What are the cataloguing rules for digital documents?For example:a. Datab. Metadata3- What are the Digital Library services? For example:a. On-line catalogueb. Free text searchc. Personal book shelfd. User interface4- What are the limitations of Internet connectivity?For example:a. Limitations of commercial Internetb. Bandwidth and non-controlled trafficc. Advanced Internet networks5- What are the Digital Library benchmarks? Forexample:a. Benchmarksb. Comparative table of on-going digital libraries6- What about Digital preservation? For example:a. Preservation of digital collectionsb. Digitization as a preservation toolc. Security of digital collectionsd. Value of digital collections7- What about legal aspects? For example:a. Authenticityb. Legal depositsc. Copyrights (Creative commons, Digital object identifier(DOI)19. The contemporaryDigital WorldWe feel that the Digital World can be dividedinto three parts: World A (16% of theworld population, with Internet access);World B (the 39% of the world populationwho can at least get to a telephone); andWorld C (45% of the world population, whohave never used a phone and would notknow how). So, it would seem thatMacLuhan’s “Global Village” is home toless than one fifth of the planet’s population.These are very limited indicators,because the developing countries needmuch more to face the challenges of theInformation Society. It is not enough tohave access to a computer; basic infrastructureservices are also needed, and the education,culture and health to be able to usethem suitably.In America, is the Caribbean Region thathas the least telecommunication andInternet penetration, not too differentfrom Central and South America. It is possiblethat countries such as Haiti, with oneof the lowest degrees of development inthe World, is the reason for the relativelylow Caribbean figures. On the other hand,it is notable that Barbados is includedamong the 35 countries of the World withthe highest rate of Internet penetration,with 59.8 % of the population (160,000Internet users, out of a population of 267,853 inhabitants. 8 )Fig. 4: Telephone, cellular and Internet penetration in the Americas8- What is the feasibility of a World Digital Library?For example:a. Interoperabilityb. Standardizationc. Multilingualism8 http://www.internetworldstats.com/top25.htm

2120. Challenges and opportunities forbuilding a Caribbean Digital Library Initiative1- Why was this workshoporganized?a.Since 2000, UNESCO has a debtwith the Caribbean and specificallywith NALIS, regarding the participationof Caribbean National Librariesin the El Dorado Digital Library project,and the creation of a UNESCOChair on Digital Library for theCaribbean, co-sponsored by NALIS,UWI and UNESCO, but nothing hadhappened yet.b.In July 18-22, 2005, UNESCO, incollaboration with the InternationalInstitute for Communication andDevelopment (IICD), HEARTTrust/NTA and the Institute for theConnectivity of the Americas, (ICA),held a 5-day regional workshop onthe Digitization of Cultural Heritageand Digital Libraries.c.In December 2006, NALIS retookthe subject and proposed for UNESCOto co-sponsor organization of thisworkshop, in response to the greatinterest in the subject expressed byseveral information institutions inTrinidad & Tobago and from otherCaribbean countries.d.UNESCO and the Library ofCongress are working on the WorldDigital Library Project, which willfocus on digitizing unique and rarematerial and making it availablefreely on the Internet. This willinclude manuscripts, maps, books,musical scores, sound recordings,films, prints and photographs, andarchitectural drawings from librariesand other cultural institutions aroundthe world. A key aspect of the projectis to build digital library capabilitiesin the developing world, so that allcountries and parts of the world canparticipate and be represented in theWorld Digital Library. This workshopis a first step in the Caribbean participationin that significant project.2- What goals does thisworkshop intend to achieve?a.Present the state of the art onDigital Library and Repositoriesb.Create awareness on the importanceof these contemporary access toolsc.Promote Caribbean Digital Libraryprojectsd.Promote agreements on the adoptionof digital information standardsfor national and international interoperabilitye.Facilitate Caribbean participation inthe World Digital Library project3- Why is now the time forCaribbean countries to jointogether and build a CaribbeanDigital Library Initiative?a.Historical facts, such as their commonlanguage (English) and othercultural similarities.b.Existence of the University of theWest Indies (UWI) as a regionalCaribbean university, with three maincampuses (Jamaica, Trinidad &Tobago and Barbados) and building aVirtual Campus (UWIDEC and CUPIDproject).c.Caribbean telecommunicationinfrastructure with important regionaltelecommunication enterprises(Cable & Wireless, Flow Network,Digicel, among others)d.Existence of a very strong libraryassociation, ACURIL, that will beholding its 38th Annual Conferencein June 2008 on the subject, “E-Librarian: ideas, innovation andinspiration”e.Real possibilities to adopt standardizationagreements that guaranteedigital library systems’ interoperabilityf. Capacity-building plan oriented tocreate e-librarians and e-archivists,i.e., by a university chair on digitallibraries that could be sponsored byUNESCOg.Information literacy plan addressedto teacher training and school curricula.h.International political and economicallinks, through theCommonwealth, which include 53independent states with 2 billion citizens(about 30% of the world’s population)9i.Presence of regional political andeconomical institutions and agreementssuch as CARICOM, CaribbeanDevelopment Bank (CDB), CaribbeanTelecommunication Union (CTU),Caribbean Broadcasting Union (CBU)and Caribbean Single Market andEconomy (CSME)j.These could be the first stepstoward creation of a SingleCaribbean Information Space (SCIS)as a more comprehensive initiative,which includes an affordable, richand diverse content informationspace, accessible by secure highbandwidthcommunications, capableof offering multiple digital servicesand creating a modern, market-orientedregulatory and practicalframework for a digital economyand a Knowledge Society for all.The author:Isidro Fernandez-AballiCommunication and Information Adviser inthe CaribbeanUNESCO Office for the Caribbeani.fernandez-aballi@unesco.orgNote: Lecture at the “Caribbean DigitalLibraries & Digital Repositories: RecentInitiatives and Future Developments” at theNational Library of Trinidad and Tobago, Portof Spain, Trinidad, from July 10-13, 2007.9 The Association does not have a written constitution, but itdoes have a series of agreements setting out its beliefs andobjectives. These Declarations or Statements were issued atvarious Commonwealth Heads of Government Meetings. Thefirst, fundamental statement of core beliefs is the Declarationof Commonwealth Principles, issued at the 1971 summit inSingapore. Among other things, it stresses the need to fosterinternational peace and security; democracy; liberty of theindividual and equal rights for all; the importance of eradicatingpoverty, ignorance and disease; and it opposes all forms ofracial discrimination.

22Biblioteca para ciegosEsta es una alternativa para que una personaque está casi ciega, pueda escuchar librosgrabados en audio.Existe una ONG donde tienen -grabados en CDs- cerca de900 libros de textos, novelas, cuentos, obras deteatro,programas radiales etc., y en varios idiomas, todasellas leídas por narradores profesionales, cuando no por suspropios autores, tal es el caso de Borges, Neruda, Benedetti,entre otros.Los mismos no se venden, ni se alquilan, los prestan !!!. Paraacceder a ello, deben asociarse mediante el pago de $10 mensuales.Los libros que elijen se los envían por correo y tambiénse devuelven del mismo modo.UNESCOSupportsCaribbeanDigitalLibrariesand DigitalRepositoriesWorkshopThe National Library and InformationSystem of Trinidad and Tobago(NALIS) in collaboration with TheUnited Nations Educational, Scientificand Cultural Organization conductedthe workshop; Caribbean DigitalLibraries and Digital Repositories:Recent Initiatives and FutureDevelopment. The workshop was heldat the National Library of Trinidadand Tobago, Port of Spain fromJuly10-13, 2007. It was designed toraise the levels of awareness withinrelevant institutions associated withthe digitization of libraries andarchives.The workshop provided the first Caribbean open forum to theinterchange of opinions on digital libraries and archives standardizationand harmonization in order to constitute aCaribbean Digital Library Initiative. Additionally, it represented thefirst sensitization activity for the Caribbean participation in theWorld Digital Library Project.To fulfill this mandate the organizers provided participants withknowledge from 17 international presenters who provided apanoramic vision of the state of art on Digital Libraries, Archives andrepositories. An understanding of the digitization process, examinationof various metadata standards as they relate to digital libraries,and an exploration various open source options for managing digitalcollections were also gained by the participants.Notably, several digital library Caribbean experiences were representedat the workshop. They included; the Digital Library of theCaribbean by the Florida International University in the frameworkof the US Department of Education Technological Initiative and theCooperation for Foreign Information Access (TICFIA), El DoradoDigital Library by the University of Colima, Mexico, the HealthVirtual Library by BIREME, Pan American Health Organization/ WorldHealth Organization Regional Office, Sao Paulo, Brazil.In attendance were approximately one hundred (100) Caribbeaninformation institutions and 150 professionals including librarians,archivists, media professionals; staff from cultural institutions,national archives, museums, government ministers and universitiesin the English and Dutch -speaking Caribbean. The group of expertsprovided a 100% attendance throughout the four days workshop, anact that attests to the importance and determination of this groupto see the Caribbean Digital Library a reality in the region.For more information on this conference please visithttp://library2.nalis.gov.tt/Default.aspx?tabid=267.

24Mitigating Disaster: A Strategic Guideto Risk Management in HeritageCollections is a timely and idealresource which can assist in combatingthis problem. It provides for its readersworking guidelines for the protection ofirreplaceable documentary, audio, andaudiovisual heritage materials in timesof disaster.The text advocates that institutions inline with their own security plan createbeforehand a written and realistic disasteraction plan to preserve all formsof documentary heritage. This actionplan, the book advises, should activelyinvolve staff members who should atany time be able to bring to memoryvery quickly routines and procedures ofthe plan especially if a disaster occurs.Three stages of planning are proposed:• physical and mental preparationreflected and described in a writtendocument.• precise and punctual reactions toemergencies, as illustrated withexamples and by drills involving staffand users• adequate salvaging operations torescue collections damaged by disasters,as carried out by conservationstrained and experienced in real lifesituations.• According to Mr. Isidro Fernandez-Aballi, the editor of this book and theUNESCO Officer responsible for theproject, “Preserving our documentaryheritage requires priority action. Thisbook is an urgent response to thegrowing need for global preservationtechniques of invaluable documents.”The publication is available in bothEnglish and Spanish and includes anelectronic version packaged on CD-ROM along with complementary informationcomprising:• Support tables, ready to print.• Regional network with the directoryactivated.• Active Links for Internet• Active Links for Internal Repository.• Downloader Acrobat ReaderThe book was prepared within theframework of UNESCO’s Memory of theWorld Programme, which was establishedin 1992 resulting from the growingawareness of the perilous state ofthe preservation of access to documentedheritage in various parts of theworld. Consequently, UNESCO saw theneed to develop a guide for librariesand archives in fulfilling its mandatefor protection of world heritage materialsunder its Memory of the WorldProgramme.More Information:http://webworld.unesco.org/mitigating_disaster/http://infolac.ucol.mx/mow/bibliotecaIn advance...Introduction:Over twenty-five years ago, a panel ofFirst-World meteorologists diagnosedglobal warming (Kolbert). The increasein average temperatures, causing majorglaciers to shrink and ocean levels torise, is no longer a speculative modelpositioned far in the future, but a factof present-day reality. Anomalous temperaturescaused by the so-called“Niño/Niña” effect (CIIFEN: 7.05) keepsthe Pacific coast in a state of continuousalert. Hurricanes along theAtlantic/Caribbean axis are ever morenumerous and destructive, as learned,fatally and painfully, by communities inthose areas. The devastated city of NewOrleans, and major damage that archivesand libraries in the states ofLouisiana and Mississippi continue tosuffer, reveal that climate, a constantlyunpredictable threat, is now reiteratedon a catastrophic scale.On the mainland, summer/wintercycles have changed so much thatirregular climatic periods are nowcommon. Extended storms cause destructivelandslides, and civil defenseorganizations and fire departments

are stretching their resources in repeatedly“orange” situations (KobeReport). According to London weekly,“The Observer”, a report commissionedby the Pentagon postulates a speculativefuturistic scenario with catastrophicovertones resulting from globalwarming and climate changes(Consalvi, Townsend).Denying or refusing to accept such badnews will surely not fend off the consequences.The information / knowledgesociety filled our homes and workingenvironments with vivid experienceof disasters resulting from increasinglydevastating cyclones, electricalstorms, droughts and flash-fires,earthquakes and water-related sequels(tsunamis), whether aggravated or notby global warming. According to theSecretariat-General of the AndeanCommunity, “the average annual costof disasters in the last 30 years hasbeen estimated between US $ 700 andUS$3,300 million”, 1 for the Andean subregion. Dorge and Jones reported that“...economic losses from natural disastershave tripled, rising to more thanUS$120 billion during the 1980s. Thatfigure does not include losses fromhuman-caused disasters, such as civilunrest, military coups or invasions,arson fires, and burst dams.” 2Amidst such prospects - to which weare as inured, as to the imaginings ofdistraught film-makers, stand curatorsand custodians of documentary heritage,for whom it is often impossible tomake a hypothetical choice betweensalvaging the first map of America orthe first recorded sound; between thevideo image of a child drowning in theNevado del Ruiz avalanche or the originalnegative of Luis Buñuel’s “LosOlvidados”. Indeed, when conservatorsrequest curators to list priorities, regardingconservation treatment, microfilmingor digitization, they tend tosidestep decisions and every object isdeemed as important as every other.Untenable expectations abound:everything should be preserved, sincedocumentary objects are all pivotal.25However, let us not give in to feelingsof panic or dejection which often substitutefor reasoning. This manual aimsto better anticipate actions, to makethe most of daily routines to thinkahead, to design and implement theprograms documentary heritage custodiansneed to embrace, in order tosafeguard fragments of past time,thoughts and technologies, reflectingour other, previous humanity. There isnothing more important than a humanlife but humanity is hard to imaginewithout precedents, devoid of the heritagethat makes it more human andbetter informed.A plan to mitigate emergencies is neithera good deed nor a job for a singleperson or isolated group, much lesssomething to be improvised. A disasterplan is a well-rehearsed choreography,analytically driven, centered on planningand detailed condition reports. Itstrives to identify and isolate the visibleor less evident hazards, unseen andlatent, that endanger all or part of ourdocumentary heritage, whether traditional,audiovisual or digital. It is a taskinvolving the entire institution.Every institution, as limited or provincialas it might be, especially if it has amandate to safeguard a collection ofnational, regional, provincial or evenprivate importance, having investedtime and money to acquire and organizeits records, must write up a plan tomitigate disasters, adjusted to its ownneeds. It must be a realistic plan, on anequal footing with its institutionalmission (Matthews, Varlamoff ‘04).This means that the plan is a guide,and its implementation presupposesthe training of staff: specialists, newlyhired or trainees. The plan must be aliving outline, with routines and proceduresthat are memorized and adequatelyperformed. As Dorge and Jonesunderscore, “Every staff member willbe affected by an emergency.Therefore, all staff must be involved atsome level in the emergency preparednessand response planning processand must work together, sharing information,collaborating on projects, andidentifying risks and priorities.” 3

26Plans should account for threestages:1.physical and mental preparation,reflected and described in a writtendocument;2.precise, punctual emergencyresponse, as illustrated withexamples and by drills involvingstaff and users (Cruzat);3.adequate salvaging operationsto rescue collections damaged bydisasters, carried out by conservatorstrained and experienced inreal-life situations.These three stages (commonly describedas Prevention, Reaction andSalvage) must be outlined in the“institutional plan” which can besuccinct or detailed, but is essentiallythe starting point to create aninstitutional culture capable ofmitigating hazards and managing adisaster once it occurs. Such a planwill be an indispensable documentwhen overwhelming crises renderminds blank, when there is littletime to discuss what to rescue firstor the best way to start.The culture of prevention should beas important in a heritage institutionas the culture of user services.It is the sense of place withoutwhich omissions and neglect growinto hazards. A plan must be structured,written out and acted on;not an obligation, filed away, but atool for institutional training: routinesrehearsed every quarter toensure that staff know what is tobe done and how to go about it incase of disaster, whether unexpectedor recurring. As in all documentedroutines, it should be periodicallyevaluated - particularly, forgood or ill, after a disastrous event.Plans should be adjusted and enrichedwith feedback from newexperiences and research.It is important to remember thatthe document resulting from theseguidelines should dovetail with theinstitution’s overall security plan. Itmust adapt to warnings issued bycivil defense and fire-fightingorganizations disseminated bycommunications media and increasinglythrough Internet, to adviseon situations of general crisisinvolving people and property.In fact, an essential task of a mitigatingstrategy, before risks have achance to damage collections, is toreview institutional security plansalready developed by fire departmentsand other experts in riskmanagement. However, this guidedoes not purport to substitute forthem; rather it is a review of how togo about writing a specific plan forsafeguarding collections and notpersons, for whose security thecorresponding institutional departmentis responsible and which is agoal in itself. Each institution has toconsider the difference, clearlyseparating hazards to persons fromrisks to their collections.The writing team members are gratefulto the Latin American colleagueswho, despite overcrowdedschedules, agreed to review theliterature, adding additional references,especially in the Spanishlanguage. Our sincere appreciationgoes out to all of them and in particularto Luis Guillermo Núñez-Soto, Peru; Graciela Dacosta,Uruguay; Marcela Inch, Bolivia;Margaret Rouse-Jones and ShaminRenwick, Trinidad and Tobago;María Clemencia García, Colombia;María Elena Porras, Ecuador;Virginia Chacón-Arias, Costa Rica;and Marielo Chirino-Ramos,Nicaragua.CEAA1 Comunidad Andina, Secretaría General. (2004)Estrategia andina para la prevención y atención dedesastres. Decimotercera reunión ordinaria delConsejo Andino de Ministros de RelacionesExteriores, Quito, 10 de julio de 20042 Dorge, Valerie and Sharon L. Jones. (1999)Building and Emergency Plan. A Guide forMuseums and Other Cultural Institutions. LosAngeles: The Getty Conservation Institute, 1999.3 Ibid, p. 41UNESCO is inviting new nominationproposals for inscription on itsMemory of the World InternationalRegister, a list of library collectionsand archive holdings of world significance,which was established in1997 to promote documentaryheritage of universal value.2007Jikji PrizeIn an impressive ceremony held on 4September 2007 in Cheongju City, in theRepublic of Korea, the Phonogrammarchiv ofthe Austrian Academy of Sciences formallyreceived the UNESCO/Jikji Memory of WorldPrize certificate and cheque.The ceremony was held at the Grand Hall of theCheongju Arts Centre for some 1,200 speciallyinvited participants. Previously recorded congratulatoryvideo messages were delivered byUNESCO’s Director-General, Mr KoïchiroMatsuura, and the Secretary-General of theUnited Nations, Mr Ban Ki-Moon, in addition tospeeches delivered by the Minister of Culture, theGovernor of Chungcheungbukdo Province and theMayor of Cheongju City.Participants were treated to cultural performancesof Korean groups in music and dance.The UNESCO/Jikji Memory of World Prize, the firstprize in the field of documentary heritage, wasestablished by UNESCO in April 2004 to commemoratethe inscription of Jikji, the oldest survivingbook made with moveable metal characters, onthe Memory of World Register.

27Nominations should ideally be submitted throughthe National Commission for UNESCO or theMemory of the World National Committee inthe country where it is located. Proposals should bebased on the selection criteria listed in the GeneralGuidelines to Safeguard Documentary Heritage, whichstipulates that the most important criterion for inscriptionon the register is the universal significance of thedocumentary heritage.awarded to Austria’sPhonogrammarchivThe Prize, consisting of an award of US$30,000,along with a certificate, is given every two years toindividuals or institutions that have made a significantcontribution to the preservation and accessibilityof the documentary heritage.The National Library of the Czech Republic was thefirst recipient of the 2005 UNESCO/Jikji Memory ofthe World Prize. Recognition received through thePrize greatly helped to initiate several importantactivities and to expand the scope of its ongoingwork. It also led to closer cooperation with a numberof other institutions outside Europe, such asthe National Library of China and the NationalLibrary of Kazakhstan, but more importantly, it alsofostered new forms of cooperation with theNational Library of the Republic of Korea in Seouland with the Early Printing Museum in Cheongju.This year’s winner, the Phonogrammarchiv, is theoldest sound archive in the world, having beenfounded in 1899. It has made a substantial contributionto the advancement of audiovisual preservationand it plans to use the prize money to assistin preserving a collection in a developing country.The deadline for the submission of nominations is 31 March 2008and no late submissions will be accepted. They should be submittedto UNESCO’s Memory of the World Secretariat:• by mail accompanied by an electronic version on diskette or CD-Rom (addressed to UNESCO, Memory of the World Programme,Information Society Division, 1, rue Miollis, 75732 Paris Cedex 15,France);• by email to j.springer@unesco.org.Nominations are posted on the Programme’s Website and illustrationssuch as photographs or slides (TIFF, GIF, JPEG formats), andsound recordings (real-media) can be included to help describethe proposal. As the images submitted may often be used by theMemory of the World Secretariat in publicity material, anauthorization for their reuse for non-profit purposes should alsobe included. A copy of this form can be downloaded in UNESCOMOW website.At present, a total of 158 collections submitted by 67 differentcountries, an international organization and one private foundationare inscribed on the International Register of the Memory of theWorld Programme. National Registers have been established inAustralia, China, Mexico and Poland. The Programme, set up byUNESCO in 1992 to protect documentary heritage, helps networksof experts to exchange information and raise resources for preservationof and access to documentary material. Assessment forinscription on the Register is determined by a panel of experts, theRegister Sub-committee and the International Advisory Committee(IAC) whose recommendations are forwarded to the Director-General for final decision.The announcement on the next round of inscription will be made inJuly 2009.Documentary heritage reflects the diversity of languages, peoplesand cultures. It is the mirror of the world and its memory. But thismemory is fragile. Every day, irreplaceable parts of this memory disappearfor ever.UNESCO has launched the Memory of the World Programme toguard against collective amnesia calling upon the preservation ofthe valuable archive holdings and library collections all over theworld ensuring their wide dissemination.

28IPDC27 OctoberDeclared World Day forAudiovisual HeritageIn cooperation with the Co-ordinating Council ofAudiovisual Archives Associations (CCAAA) andother partners, UNESCO is leading the fight to preservethe world’s fragile audiovisual heritage. It hasadopted 27 October as the World Day forAudiovisual Heritage as a means of focusing globalattention on the issues at stake.A number of archives around the world will becommemorating this Day with a series of activitiesalso designed to raise awareness of the fragility andvulnerability of this heritage.The Commonwealth YouthProgramme Caribbean Centre(CYPCC) created history on June26 when it began broadcastinglive on its new internet radiostation, ‘Youth Vibes Radio.’ Thisventure was made possiblethrough the cooperation of theCaribbean Internet Radio Portal(CIRP) and the United NationsEducation, Scientific andCultural Organization (UNESCO)along with the technical assistanceof Mervin Jarman, aCommunity Internet RadioSpecialist, currently operatingthe “Container Project” inClarendon, Jamaica.Film, television and radio are thecanvas of modern life as theynarrate some of the most indeliblememories of our times. Who can forgetthe television coverage of the eventsunfolding on 11 September 2001? Theharrowing devastation of the tsunami of26 December 2004? Images of survivorsof genocidal wars of the 20th century?Audiovisual documents portray our commonheritage whether this is in the formof daily news broadcasts; advertisementsfor popular but passing fads; or moresymbolic events that are representative ofthe cultural identity of a people.But while some of the more major eventshave been preserved, there is no guaranteethat in 50 years time any of these will beaccessible. The first moonwalk took placeon 20 July 1969, less than 40 years ago,but the original recording cannot be locatedand is presumed lost. How many othercountless treasures have disappeared overthe years?All of the world’s audiovisual heritage ofthe last century is endangered; most of itis considered lost. Not even in those countrieswhere funds are more easily availablecan it be assumed that this heritage isprotected. Floods and fires, storms andearthquakes can destroy our heritageovernight. Humidity, heat, dust and saltladenatmospheres also play their part,and losses can arise from technical obsolescenceas well as physical decay affectingnot only traditional carriers but alsothe ‘new’ digital media. Theft and vandalism,the ravages of war, deliberate erasingand reusing of tapes have destroyed countlesscollections.

PIDC29The Youth VibesRadio/Youth Vibes on RadioYouth Vibes Radio is currently in its testing phasebut nevertheless is providing seamless audio tomillions of listeners around the world at(http://www.mcclinks.com/). The Radio uses the m3wsoftware which is one of the best in the world in termsof quality.The new internet radio station will broadcast live from theInformation Department at the CYP Caribbean Centre inGeorgetown, Guyana and will have the capacity to transmitfrom other locations throughout the region by simple use of alaptop computer and other accessories.The CYPCC will be able to provide live and delayed coverageof its programmes and projects, workshops and conferences.The Centre also proposes to use the station to produce regularnews clips, conduct interviews with programme staff, policymakers, partners and other stakeholders in youth developmentin the region.Regional Director for the CYPCC, Mr. Henry Charles hailed thisnew development as one of the most significant achievementsSafeguarding audiovisual heritage is a complex processrequiring a range of technical, political, human and financialsolutions. Not taking action will result in the loss ofentire chapters of this heritage in less than ten years, andlead to impoverishment of the global identity. This WorldDay is therefore an ideal occasion for everyone to make aconscious collective effort to preserve the av heritagebefore it is too late.On this occasion, the Communication and InformationProgramme of UNESCO created a new webpage dedicatedto the World Day for Audiovisual Heritage website.Source: UNESCOin the history of the Commonwealth Youth ProgrammeCaribbean Centre, noting that the radio station will provide anexcellent avenue for collaboration with other Commonwealthorganizations to deliver open and distance learning educationfor youth leaders and youth development professionals.In the coming months CYPCC will be developing a programmeschedule which it will post on its website so that listeners cankeep abreast of youth development events in theCommonwealth Caribbean.The Regional Youth Radio/Media Project is anticipated to be asignificant tool in fostering youth development in theAmericas and the Caribbean.The Regional Director has also stated that “this new youthinternet radio initiative is an excellent tool to advance theyouth empowerment agenda. It could not come at a bettertime, especially as we embark upon the mission of promotingthe Commonwealth’s Plan of Action for Youth Empowerment.It will also become very useful in developing strategic partnershipswith various strata of youth, now that we are activelyengaged in establishing a youth mainstreaming agenda as amatter of priority.”CYPCC will use this medium to stimulate informed debate anddiscourse on pertinent topics such as effective youth participation,the Commonwealth Plan of Action for YouthEmpowerment, the CYP Youth mainstreaming agenda, youthempowerment strategies to create a drug and violence freesociety and the case for a transformational-strategicapproach to youth development. It should also be a useful toolto help in repositioning the regional youth development agendaand ongoing analysis of the global challenges facing youthin the 21st century, among others.Listen to Youth Vibes Radio athttp://www.mcclinks.com/(When the MCClinks page opens click on the CaribbeanInternet Radio Portal logo and you will see the Youth VibesRadio link.

30Caribbean journalists toobserve World PressFreedom Day 2007Caribbean journalists and representativesof media organizations and traininginstitutions will observe World PressFreedom Day 2007 at a conference inSt. Lucia May 2-3 which will examinechallenges faced by the regional mediain defence of freedom of expression.The Prime Minister of St. Lucia, Sir John Compton, willgive the keynote address at the official opening of theconference Wednesday May at Coco Resorts, RodneyBay, St. Lucia.Under the theme “Media Democracy, Media Laws and Accessto Information: Challenges for Caribbean Journalists andMedia Organisations”, the conference will provide a forumfor informed discussion on the relationship between mediaand democracy and the challenges faced by media inenhancing democratic governance in the region.Among the agenda items are: examination of recent developmentsin the region affecting press freedom includingwithholding of advertising by governments; legal restraintsimposed by defamation and criminal libel laws; conflictbetween the profit motive and the public interest; sensationalismin reporting of crime and violence; impact ofinformation and communication technology on traditionalmedia and journalism; role of community media in promotingdemocratic participation.Participants will also examine strategies to encourageinvestigative reporting within the constraints of defamationand other laws impacting journalistic practice and betrained in how journalists can better use access to informationlaws to report on activities of public officials andagencies of the state.The St. Lucia conference will be the sixth year since the inauguralgathering in Jamaica in 1998 that the regional mediahave come together to discuss press freedom and professionalissues as part of regional observance of World PressFreedom Day.Explaining UNESCO support for the conference Director of theUNESCO Caribbean Cluster Office based in Kingston, KwameBoafo says “Freedom of the Press and Freedom of Expressionwhen combined, remain the single most driving force behinddemocracy and good governance. Under its Constitution,UNESCO is expressly required to promote the free flow ofideas by word and image and to collaborate in the work ofadvancing the mutual knowledge and understanding of allpeoples, through all means of mass communication. UNESCOis happy to be partnering with these premier media organisationsin advancing these ideals in the Caribbean”.The Conference is organized by the Caribbean BroadcastingUnion together with UNESCO, Caribbean News Agency,Association of Caribbean Media Workers, CARIMAC, and theResearch and Policy Group of the Mona School of Business,UWI.This year, the global observance of World Press Freedom Daywill be celebrated in Medellin, Colombia on 3 May at a conferenceon the theme “Press Freedom, Safety of Journalistsand Impunity”.

31Multimedia Centerinstalled at theBequia High Schoolin St. Vincentand the GrenadinesThe Bequia High School CommunityMultimedia Centre (CMC) went on airon 3 July in St. Vincent and the GrenadinesThe school radio was developed to enhance the integrationof information literacy in education in the Caribbeanthrough a partnership among the Bequia High School,UNESCO and the St. Vincent and the Grenadines NationalCommission for UNESCO.Students and residents were both surprised and excited to actuallytune into the first radio station being broadcast on their tinyisland, Bequia.This innovative use of a CMC in a formal school setting is thefirst of its kind in the Caribbean. It seeks to stimulate the teaching/learningexperience while building a bridge between formaland non-formal education.The radio is broadcasting on FM 89.30. The initial sounds wereheard at 9:15 a.m.with he first radio programme broadcast being Bequia HighSchool’s graduation ceremony.Throughout the day, technician, Monty Dick, roamed the islandtesting the reception and discovered that the broadcast canbe heard in most communities. A taxi driver who quicklypicked up the signal spread the news to residents as he madehis trips.Bequia (pronounced “beck-way”) is the largest (7 square miles)and the northernmost of St. Vincent and the Grenadine (SVG)islands. It is also the most populated island with a population offive-thousand people and mainstay being farming and tourism.The production and broadcasting of programmes will be done bystudents and teachers who have received training in basic multimediaskills: use of Internet, development of radio content,digital editing, script preparation and interviewing techniques.Teachers will also be trained on integrating information literacyin the school curricula.The CMC will serve as a medium of self expression and creativityfor teachers and students. It will also facilitate theproduction and dissemination of content geared at communitydevelopment and empowerment. This includes contentrelating to the UNESCO’s Sandwatch project which seeks totrain school children in the use of scientific methodologiesthrough monitoring changes and processes at local beaches.Students, together with teachers and parents, apply thisinformation to design and implement specific projects tosolve particular problems.As an integral part of the project, UNESCO has commissioned anEthnographic Action Research. Findings will be disseminatedthrough a booklet which will include recommendations for integratinginformation literacy in the school curricula and theactivities of the community.Contact informationAlton Grizzle, a.grizzle@unesco.orgMirjam Kuzee, m.kuzee@unesco.orgIsidro Fernandez-Aballi, i.fernandez-aballi@unesco.orgUNESCO Office in Kingston

32New Media: Press FreedomDimension - records of aninternational conference releasedA publication entitled “New Media: The Press FreedomDimension” has just been released. It is a record of aninternational conference, organized by UNESCO, theWorld Press Freedom Committee (WPFC) and the WorldAssociation of Newspapers (WAN) on New Media: ThePress Freedom Dimension Challenges and Opportunitiesof New Media for Press Freedom.The Conference, which tookplace in February 2007, aimedto explore the emerging andrapidly evolving environment ofpress freedom created by the newelectronic media. With speakersfrom more than 30 countries, thediscussions covered a wide rangeof topics from citizen journalismand freedom of expression, to censorship.The event was sponsored by WPFCand co-sponsored by UNESCO andWAN, in partnership with othermembers of the CoordinatingCommittee of Press FreedomOrganizations:• Committee to Protect Journalists,• Commonwealth Press Union,• Inter American Press Association,• International Association ofBroadcasting,• International Association of thePeriodical Press,• International Press Institute, and• North American BroadcastersAssociation.The book includes adaptations ofspeeches given at the conferenceand background papers along withreports of presentations that weremade in visual formats.The publication can bedownloaded in PDF formathttp://portal.unesco.org/ci/enUNESCO is presently recruiting a highlevelexpert in education and ICTs to providestrategic vision for and conduct thebusiness of its Institute for InformationTechnologies in Education in Moscow.The Institute for Information Technologiesin Education (IITE), based in Moscow, isthe UNESCO institute specializing ininformation exchange, research andtraining concerning the application ofinformation and communication technologies(ICTs) in education.The IITE conducts research, training andclearing-house activities in the followingareas: supporting national capacitybuildingfor the application of ICTs in educationsystems; creating an informationenvironment for education; improving thequality of education through ICT use; andpromoting ICT use in education for learningto live together.Main responsibilities ofthe Director:Under the authority of the Director-General and the direct supervision of theAssistant Director-General for Education(ADG/ED), and guided by the IITEGoverning Board, the Director of theInstitute shall provide strategic vision forand conduct the business of the Institute,plan, execute and report on itsProgramme and ensure intellectual leadershipof the IITE.The incumbent prepares in the frameworkof UNESCO’s Programme and Budget, andin close cooperation with the ADG/ED, theProgramme and Budget of the Institute inkeeping with the general policy ofUNESCO, the decisions of the GeneralConference, the policy orientations andthe main lines of emphasis of the educa-

33UNESCO seeks Director for Moscow Institutefor Information Technologies in educationtion programme of UNESCO; organizes the annual meetings of theIITE Governing Board, prepares and submits to the latter reportson the execution of the programme and the proposals on the draftGeneral Programme and Budget of the Institute; implements theProgramme and Budget as approved by the Governing Board, incooperation with the ADG/ED; ensures close cooperation withUNESCO’s Education Sector and other sectors, field offices,UNESCO’s specialized institutes and services and units concerned;supervises and manages the staff of the Institute in consultationwith the Governing Board, the ADG/ED and the Director of theBureau of Human Resources Management of UNESCO; maintainsrelationships with senior officials of governments cooperating inthe implementation of IITE’s Programme; ensures mobilization ofextrabudgetary resources; and establishes and maintains closeprofessional relationships and partnerships with governmentaland non-governmental organizations, international and nationalinstitutions and the private sector in the field of competence ofthe Institute.Qualifications and experience:• Ph.D. in Education and/or Social Sciences, preferably in ICTs inEducation.• Proven experience in and sound knowledge of the field of ICTsin Education, including technological trends and developmentsas they apply to education.• At least 15 years’ high-level professional experience inadministrating and organizing research and training programmes.Research experience in application of ICTs wouldbe an advantage.• Sound knowledge of present-day trends and practices in ICTpolicy and strategy at international level.• Ability to identify emerging educational needs, find new formsof action and mobilize resources from funding agencies.• Proven management skills.• Advanced IT skills.• Excellent command of written and spoken English andRussian. Knowledge of other official UNESCO languages(French, Arabic, Chinese or Spanish) would be an advantage.Competencies required:The successful candidate should be able to demonstrate the followingcompetencies:• ability to define a clear strategy and manage an ambitious programme;• technological know-how and conversant with the use andapplication of ICTs;• ability to provide intellectual leadership and motivate teams ina multicultural environment and ensure continuous trainingand development of staff;• ability to communicate effectively and persuasively, orally andin writing, and exercise appropriate supervision and control;• ability to establish plans and priorities and implement themeffectively.Terms and conditions:The post is at grade D-1 common to the United Nations system,with a salary composed of base salary and post adjustment, which,at the present dollar exchange rate, totals approximately US$157,630 (with dependants) or US $147,700 (without dependants)per annum, exempt from taxation. In addition, UNESCOoffers an attractive benefits package, including 30 days annualvacation, home travel, education grant for dependent children,pension plan and medical insurance. The initial appointment willbe for two years renewable.How to apply:Candidates wishing to apply for this postshould do so through the following website:www.unesco.org/employmentCandidates without easy access to the Internet may, exceptionally,apply by mail, by sending a full curriculum vitae in English orFrench, preferably on the official UNESCO curriculum vitae form,showing their nationality, date of birth and gender, to:Chief, Recruitment and Staffing Section, Bureau of HumanResources Management,UNESCO, 7 Place de Fontenoy,75352 Paris 07-SP, France.An Assessment Centre may be used in the recruitment process ofthis post. Applications should reach UNESCO before 7 December2007. Please quote post number “EU/RP/RUS/ED/0900”.Applications from qualified women candidates are encouraged, asare applications from under- or non-represented Member StatesContact informationinfo@iite.ru

34Miembros del Consejodel ProgramaINFOLACANTIGUA & BARBUDAEdmond A. MansoorMinister of Information, Broadcastingand TelecommunicationsOffice of the Prime MinisterQueen Elizabeth HighwaySt. John’s, AntiguaTel: 268-460-5627Fax: 268-562-3914E-mail: drmansoor@candw.agURL: www.antigua.gov.agARGENTINAGonzalo HerediaCoordinador General del ProgramaNacional para laSociedad de la InformaciónSarmiento 151, 4º PisoCiudad autónoma deBuenos Aires, ArgentinaTeléfonos: 0054 11 4347-9434o 0054 11 4347-9271Fax: 0054 11 4347-9275E-mail: info@psi.gov.arURL: http://www.psi.gov.ar/index.htmBARBADOSAnnette SmithDirector, National Library Service,Coleridge Street, Bridgetown, BarbadosPhone: (1246) 4366081Fax: (1246) 4361501E-mail: SMITHA@GOB.BBBELIZEJoy YsaguirreChief LibrarianNational Library ServiceP.O.Box 287. BelizeCity, Belize.Phone: (501) 234248/9Fax: (501) 234246E-mail: nls@btl.netBOLIVIALuís Sergio Valle SejasDirector EjecutivoAgencia para el Desarrollo dela Sociedad de la InformaciónCalle Ayacucho esq. Mercado No 308Teléfono: (5912) 2200750, 2200720Fax: (5912) 2200730E-mail: vsilva@adsib.gob.boURL: www.adsib.gov.boBRASILCristiano Franco BerbertDepartamento de TemasCientíficos e TecnológicosMinistério das Relações ExterioresRepública Federativa do BrasilTeléfonos: (55 61) 411 6179/6565/6231Fax: (55 61) 225 2475E-mail: cberbert@mre.gov.brCOLOMBIAGustavo Adolfo Gómez UribeDirector General, Agenda de ConectividadMinisterio de ComunicacionesEdificio Murillo Toro, Carrera 7ª y 8ªCalle 12 y 13, Bogotá, COLOMBIATeléfono: (571) 3442270 ext 2315Fax: (571) 344-2248E-mail: gagomez@agenda.gov.coURL: www.agenda.gov.coCOSTA RICAFernando Gutiérrez OrtizMinistro de Ciencia y TecnologíaSabana Sur 75,Metro Sur de Mac Donald’sApartado postal 5589 - 1000San José. Costa RicaTeléfono: (506) 290 5091Fax: (506) 290 - 4967E-mail: fgutierrez@micit.go.crURL: http://www.micit.go.crCUBAEduardo Orozco SilvaDirector GeneralInstituto de Información Científica yTecnológicaCapitolio Nacional, Prado y San José,Habana 10200, La Habana, Cuba.Teléfono: 53 7 862 6501. Fax: 53 7 860 8813E-mail: orozco@idict.cuURL: http://www.idict.cuCHILEIgnacio JaraAsesor EnlacesRed Educacional EnlacesMinisterio de EducaciónAlameda 1583, Piso 10, Santiago, Chile.Teléfono:(56) 2-3904954Fax:(56) 2-3904778E-mail: ignacio.jara@mineduc.clURL: www.redenlaces.clDOMINICAAnne LewisJefe de BibliotecaMinistère de l’éducation,Avenue Kennedy Roseau DominicaPhone: (1-767) 448 24011-809-44-8-2401 Ext. 3408Fax: (1-767) 448 0644E-mail: library@cwdom.dmECUADORIng. Juan Carlos AvilésPresidenteConsejo Nacional deTelecomunicaciones (CONATEL)Av. Diego de Almagro N31-95 yAlpallana. Edificio ZeusTeléfono: 5932 2567 007E-mail: presidencia@conatel.gov.ecURL: www.conatel.gov.ecEL SALVADORCarlos Roberto OchoaDirector EjecutivoConsejo Nacional de Cienciay Tecnología (CONACYT)Col. Médica, Av. Dr. Emilio Alvarez, Pasaje.Dr. Guillermo Rodríguez Pacas No. 51,San Salvador,Teléfono/s: (503) 2261810, 226-2800Fax: (503) 225 62 55E-mail: crochoa@conacyt.gob.svURL: www.conacyt.gob.svGRENADALillian Sylvester,Grenada Public LibraryCarenage, St. Georges, GrenadaPhone: (473) 4402506; (473) 4406650Fax: (473) 4406650E-mail: fedon2000@yahoo.clGUATEMALAAldo Nery Bonilla VicenteCoordinador de Asuntos InternacionalesSuperintendencia de TelecomunicacionesTeléfono: 502 5708 8624Fax; 502 2366 589014 calle 3-51 Zona 10, Murano Center 16,Ciudad de Guatemala, GUATEMALA, 01010E-mail: abonilla@sit.gob.gtURL: http://www.sit.gob.gt/GUYANARobert PersaudInformation Liaison OfficerOffice of the PresidentNew Garden Street, BourdaGeorgetown, GuyanaSouth AmericaPhone: 592-225-1573-6Fax: 592-227-3050Email: opmed@sdnp.org.gy;op-iu@sdnp.org.gyURL: http://www.op.gov.org.gyHONDURASCarlos E. CalderónDirector EjecutivoCOHCIT. Edificio CAD, contiguo aCHIMINIKE, Boulevard Fuerzas ArmadasTeléfonos: (504) 230-0658/230-3045Fax: (504) 230-1664E-Mail: ccalderon@cohcit.gob.hnURL: http://www.cohcit.gob.hn/JAMAICAWinsone Angela HudsonDirector, National Library12 East Street, Kingston, JamaicaPhone: (1-876) 967-2494, 967-2496,967-2516(876) 922-6017Fax: (876) 922-5567E-mail: infolady1@yahoo.comnljwh@infochan.comURL: http://www.nlj.org.jmMÉXICOJaime Tacher SamarelDirector de TV Educativa,Secretaría de Educación PúblicaAve. Circunvalación esquina Tabiqueros s/nCol. Morelos, Delegación Venustiano CarranzaC.P. 15270, México, D.F.Teléfono: (5255) 53296980Fax: (5255) 53296981E-mail: jtacher@sep.gob.mxURL: http://dgtve.sep.gob.mxNICARAGUAJosé Abel Reyes BarredaCoordinador de Investigación, Desarrolloe InnovaciónConsejo Nicaragüense de Ciencia yTecnología (CONICYT)Rotonda Plaza Inter, 100mts al norte.Edificio Vicepresidencia de la RepúblicaTelefax: (505) 228 3098/ 228 6019E-mail: abelr@vicepresidencia.gob.niURL: www.conicyt.gob.ni/PANAMÁJulio EscobarSecretario Nacional,Secretaría Nacional de Ciencia y TecnologíaClayton, Edificio 213.Apartado 7250, Panamá 5, Panamá.Teléfono: (507) 317-0014 al 317-0020Fax: (507) 317-0023E-mail: jescobar@senacyt.gob.paURL: http://www.senacyt.gob.paPARAGUAYAndrés do Rego BarrosDirección de Sistemas de InformaciónCONACYT, Procer Mariano Molas, No 12,1er piso esq. Av. Mcal. López AsunciónTeléfono: 595 21 208770Fax: 595 21 208770E-mail: adorego@conacyt.org.pyURL: www.conacyt.org.pyPERUJosé BustamanteJefe del Centro Nacional deDocumentación e Información en Cienciay Tecnología / Consejo Nacional deCiencia, Tecnología e Innovación TecnológicaCalle del Comercio 197, San Borja, Lima41, Apartado Postal 1984,Lima 100, Perú.Teléfono: (51.1) 2251150 Ext.: 130Fax: (51.1) 2251150, Ext. 111E-mail: jbustamante@concytec.gob.peURL: www.concytec.gob.pe/institucion/cendicyt.htmREPUBLICA DOMINICANAJosé Rafael VargasSecretario de EstadoPresidente del Consejo Directivo del INDOTELAbraham Lincoln 962, Edificio Osiris,Santo Domingo. República DominicanaTeléfono: (1.809) 4738557, 8553Fax: (1.809) 4738564E-mail: jvargas@indotel.org.doURL: www.indotel.org.do/SAINT KITTS & NAVISVirgina BrowneLibrarianClarence Fitzory Bryant CollegePhone: (1869) 465 2856Fax: (1869) 465 8279 / 465 9913E-mail: cfbadmin@cambourf.comURL: www.uwichill.edu.bb/tliu/ncc/cfbc.htmSAINT LUCIABrenda PaulDirectorLibrary Services DepartmentP O Box 103, Castries, St LuciaPhone: 758 451 6989Fax: 758 452 7053E-mail: bpaul@education.gov.lcURL: www.education.gov.lc/lib/lib.htmSURINAMEJane W. F. SmithDirector of the LibraryAnton de Kom UniversityUniversiteitscomplex, gebouw IP.O.Box 9212Phone: 597) 465558 tst. 265 of (597)464547Fax (597)462291E- mail: adekbib@sr.netURL. www.uvs.edu/bibliotheek.htmlTRINIDAD & TOBAGOAnnette WallaceExecutive Director, National LibraryCorner Hart and Abercromby Streets,Port of Spain.Phone: (1868) 624-5075, 624-1130E- mail: awallace@nalis.gov.ttURL: www.nalis.gov.ttURUGUAYAna Laura RivoirComisión Nacional de la UNESCOConsultorMinisterio de Educación y CulturaReconquista 535, 5to. Piso. P.O BOX: 1000Teléfono: 5982 9156352E-mail: coopext@mec.gub.uy,ana@fcs.edu.uyVENEZUELAJorge Luis Berrizbeitia,Presidente CNTICentro Nacional de Tecnologías de InformaciónTorre Domus Piso 7, Oficina A, PlazaVenezuela, CaracasTeléfono: (0058212) 232-9904, 232-5657, 232-4886, 232-6477Celular: 58166229604E-mail: jorgeb@cnti.gov.veURL: http://www.cnti.veMIEMBROS DEL COMITEEJECUTIVO DE INFOLACEcuador, PresidenciaVicepresidenciasBrasil, El Salvador y Saint LucíaVOCALES:Argentina, Belice, Bolivia, Colombia, Cubay Nicaragua.SECRETARÍAIsidro Fernández-Aballí,Consejero Comunicación e InformaciónUNESCO Kingston.The Towers, 25 Dominica Drive, 3rd FloorKingston 5Kingston, JamaicaPhone: 1 876 929 70 87, 929 70 89Fax .1 876 929 84 68E-mail: i.fernandez-aballi@unesco.orghttp://infolac.ucol.mxComité ejecutivo:Son miembros electos del ComitéEjecutivo los integrantes de la Asambleade INFOLAC, correspondientes a lossiguientes países: Argentina, Belice,Bolivia, Brasil, Colombia, Cuba, Ecuador,El Salvador, Nicaragua y Saint Lucía.Secretaría:La Secretaría de INFOLAC está a cargodel Consejero de Comunicación eInformación de UNESCO Kingston, Sr.Isidro Fernández -Aballí,cuya dirección es la siguiente:The Towers, 25 Dominica Drive, 3rd FloorKingston 5Kingston, JamaicaPhone: 1 876 929 70 87, 929 70 89Fax .1 876 929 84 68E-mail: i.fernandez-aballi@unesco.org