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The aim of this paper is to illuminate the impact that the implementation of the Plan Ceibal imposes on the existing school infrastructure and how the use and upkeep of available facilities might need to be altered and changed to accommodate the new technology. Uruguay is, through the Plan Ceibal, the first country to provide every public primary school child with a laptop free of charge. The Plan represents a major investment to promote digital literacy and improve the quality of education.

Empirical data are drawn from a multiple case study of five public primary schools. Particular attention is given to how school facilities and their immediate surroundings mediate the successful introduction and adoption of individual laptops.

Plan Ceibal has the potential to change traditional teaching methods and behavioural patterns, which will in turn have an impact on how facilities and spaces are used. Questions are raised regarding the ultimate effectiveness of the initiative and if the aspired to improvements might be curtailed by a lack of investment in other areas, such as the school infrastructure. We argue for a context-sensitive view on research that not only considers the technology and potential changes in pedagogical approaches but also the physical environment in which these changes are to take place.

Research into facilities and asset management has an important role to play in the achievement of effective learning environments and the successful uptake of information communication technology (ICT) initiatives.

The COVID-19 pandemic is a unique event that forced K-12 schools to rethink the delivery of instruction to protect the well-being of school system stakeholders. Teachers, school administrators and parents had to adapt to and embrace new ways of teaching and learning by utilizing available technology. The purpose of this study is to examine the challenges encountered by in-service teachers when moving from face-to-face to online teaching.

This study utilized a qualitative phenomenological research methodology to examine Ecuadorian and Uruguayan teachers' perceptions and experiences transitioning from face-to-face to online teaching during the COVID-19 pandemic. This comparative study used convenience sampling to include 12 K-12 teachers from Ecuador and Uruguay.

The results of this study produced two themes that evidenced the demands placed on educators. The first theme was job demands, relating to teachers' perceptions about workload, preparation time and curriculum issues. The second theme related to available support provided by the school administrators and technology issues faced by teachers and students. Even though the teachers demonstrated adaptability for educating students during the pandemic, the experiences from both countries should be considered by teacher training programs and in post-graduate professional development.

This article examined how COVID-19 affected teachers in Uruguay and Ecuador. Data analysis documented the challenges encountered by teachers transitioning to online learning during the pandemic. The findings inform a larger audience about the needs of teachers working online.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The objective of this chapter is to identify the key characteristics of Global Services businesses that will thrive and achieve success in the future. These factors are integrated into three main pillars, which we refer to as the Triple-Win. The first and most obvious pillar is technology as a tool. The second pillar is the design and sustainability of the business model, without which the previous factor would be merely a cost and not an investment. And last but not the least, there is the purpose which gives meaning to the proposal, focusing on the human being and their environment. The DIDPAGA business model sits at the intersection of these three elements.

The purpose of this exploratory study is to examine the relevance and impact of knowledge in the context of Uruguay’s present and future socioeconomic development through the lens of the knowledge-based theory of the firm (KBTF).

The perspectives of 47 key informants, predominantly representatives of public and private Uruguayan institutions, including chambers of commerce and producer associations, were gathered through unstructured, face-to-face interviews.

Aligned with the KBTF, the significance of tacit knowledge, complemented with explicit knowledge, was revealed, particularly in the more traditional industries. Indeed, industry-based (tacit) knowledge evolving for generations has been strengthened by innovative practices, enhancing the appeal and image of key commodities and the nation’s exports. Additional elements highlighted in the KBTF, such as problem-solving, knowledge integration and application and knowledge specialisation, were identified.

Essentially, the study highlights the different associations between the KBTF, the various forms of acquiring knowledge (tacit, explicit), innovation and resulting impacts on food quality and increased product recognition for a developing economy. Moreover, the findings, which illustrate that crucial improvements can be achieved through knowledge-based approaches, could also be considered in the context of other emerging economies that are aiming to attain further socioeconomic development through maximising the benefits of knowledge. In addition, the study addresses a theme that has been sporadically presented in the academic literature, especially when studying developing economies and their industries.

The aim of this policy brief is to summarize the key priorities and recommendations made by ARC delegates and thought leaders who came together virtually between March 2020 and November 2021 to find ways to support students, parents, teachers, and school leaders in their respective educational communities during the COVID-19 pandemic.

This chapter presents the cases of two State-owned companies in Uruguay: ANTEL (telephone company) and ANCAP (oil company). Since 2008, these firms have been preparing value-added statements (VAS), a report that shows how value is distributed to stakeholders.

Qualitative methods, particularly interviews, and analysis of documents.

VAS reporting became a highly accepted practice in both firms. VAS reports help to better explain the impact of public policies implemented through these companies – a situation that seldom happens in a private firm. This accounting practice is also consistent with the political decision of increasing accountability in State-owned firms.

Since it is a case study research, we cannot generalize conclusions. This study has focused on the beginnings of this experience; further research may adopt a longitudinal approach by exploring how this accounting practice evolves over time.

These reports are not much read by external audiences (e.g., members of parliaments, public officials, journalists, NGOs). In a similar vein, these reports have not been used much for internal managerial purposes. The use of VAS reports for both public policy and management purposes remain untapped opportunities to explore.

These companies consider value distribution as a core commitment in their CSR policies and have consequently decided to make that value distribution explicit in a reporting model.

There are few studies about VAS reporting in Latin America.

The purpose of this study has the aim of expanding lessons learned that were originally detected for information literacy (INFOLIT) programs in Ibero-American universities (from Latin America, Spain and Portugal), this paper presents lessons learned for enhancing equivalent programs offered by other universities around the world.

As this paper is a comparative literature review, the methodology involved three stages. Initially, a documentary analysis was carried out to identify the texts published during the past five years – since 2013 – reporting a categorization of experiences and cases of international INFOLIT programs and their corresponding lessons learned. Second, we conducted a content analysis of these publications to uncover the classification, identification and frequency of the lessons learned. A third comparative step consisted of analyzing the similarities of these lessons when compared to those reported in similar research on Ibero-American universities (Uribe-Tirado, 2013).

From the 75 lessons learned from INFOLIT programs in Ibero-American universities, 65 lessons (87 per cent) were identified as also present in universities elsewhere. These similarities give an account of the possibilities for collaborative learning and benchmarking that INFOLIT programs could achieve with regard to content, pedagogy, learning objects and evaluation if there were more networking and more common participation in sharing experiences, with appropriate adaptations to contextual, technological and idiomatic variations.

As a comparative literature review, this paper makes a significant contribution to the international advancement of INFOLIT in higher education, as it correlates the lessons learned from INFOLIT programs in Ibero-American universities with those from other countries. This provides a global view of the lessons learned about INFOLIT, which to date have not been reported with such a wide scope and number of lessons.