Abstract:

Online courses, on information literacy (InfoLit), are recent in the library Francisco Xavier Clavigero de the University Ibero-American city of Mexico. One of our target community is teachers, because the development of teaching information skills has as a result better use of information resources in the classroom, Teacher accurate selection, evaluation and organization of information may develop at the same time students InfoLit. We consider that is important to document the experience of the librarians-tutors during the course to improve tutoring abilities generated by systematic reflection on those involved and because it´s new experience in our library which is necessary to expand in the future. For systematizing this experience we have reviewed planning documents and particular agreements carried out during meetings between tutors, posted and shared. In addition, we analyzed records of forums with the objective of identifying the dialog characteristics between tutors and participants.

Our findings show:
1. Importance of carry out coordination as a group of tutors, meet regularly, and document agreements.
2. Establish parameters or response models to assure that participants receive a complete response as feedback related to reports and forum participations and general and specific questions.
3. Feedback beyond a mere acknowledgement of receipt trying to contribute and enrich the submitted by the participant.

We conclude that tutoring work requires a strong team effort, flexibility and commitment. In the field of university libraries, online teachers InfoLit courses invite librarians to expand its abilities as online tutors.

Keywords:

Information Literacy, Online Courses, Tutoring, Higher Education, Teachers Training.