Developing Latin America 543 Developing information literacy programs: Best practices from Latin America, Spain and Portugal for developing information literacy programs Alejandro Uribe-Tirado María Pinto Juan D. Machin-Mastromatteo This article was originally published as: Uribe-Tirado, A., Pinto, M., & Machin-Mastromatteo, J. D. (2017). Developing information literacy programs: Best practices from Latin America, Spain and Portugal. Information Development, 33(5), 543- 549. https://doi.org/10.1177/0266666917728470 The final publication is available at: https://journals.sagepub.com/doi/10.1177/0266666917728470 Abstract This article summarizes the best practices framework known as 75 Lessons Learned from Information Literacy Programs at Ibero- American Universities, which was drawn from the study of 301 information literacy experiences conducted in Latin American countries, Spain and Portugal. This research implied the analysis of 499 documents and data triangulation with 113 interviews and 135 surveys. This comprehensive framework is a useful Ibero-American guideline for developing new information literacy programs or strengthening existing ones, at a worldwide level. Keywords: information literacy, lessons learned, best practices, universities, libraries, higher education, Ibero-America Introduction Previous research identified several milestones as the origin of Information Literacy (IL) as a research and practice field in Latin America, which emerged from the need of building increasingly complex and robust information systems, while incipient information demands generated the wish for developing more independent, informed and selective information users (Machin-Mastromatteo and Lau, 2015). These milestones presented in cited work are: the first IL conference in 1997, 1st National Meeting on Developing of Information Skills, at the Autonomous University of Ciudad Juarez (Mexico) that produced the first IL declaration in the world, predating the Prague Declaration (2003); then, the first documents on IL written by Latin American researchers date from the year 2000; the International Federation of Library Associations and Institutions’ ‘Guidelines on Information Literacy for Lifelong Learning’, authored by a Latin American researcher; and the Wiki ALFIN/Ibero-America 1 . From these milestones, various institutions, especially libraries in mostly higher-education institutions, started developing in-house Information Literacy Programs (ILP). Within this regional IL context and tradition, the doctoral research Lessons Learned from ILP at Ibero-American Universities (Uribe-Tirado, 2013), is considered a flagship instance of IL research, at least by Spanish-speaking and Portuguese-speaking researchers and practitioners. What makes it special is its main results, the best practices framework 75 Lessons Learned from ILP at Ibero-American Universities, which was drawn from the study of 301 IL experiences of Latin American countries, Spain and Portugal; including 1 http://alfiniberoamerica.wikispaces.com/