Analysis of regulatory compliance with information literacy in a university institution

Abstract

Objective: Information literacy (IL) has become an essential skill in education, especially in settings where access to and critical management of information are fundamental for independent learning, citizen participation, and integration into the knowledge society. This study focuses on how the José Faustino Sánchez Carrión National University (UNJFSC) in Peru has integrated IL into its competency-based educational model. Methodology: Six regulatory documents approved by the University Council were analyzed. An analysis matrix based on the SCONUL, Big6, and ACRL models was used to identify five core aspects: the conceptual presence of IL, information skills, attitudes toward information, assessment strategies, and their integration into the curriculum. Results and Discussion: The results show that the presence of information literacy (ALFIN) is partial: it is mentioned implicitly or in fragments, without a clear training strategy or specific assessment mechanisms. These results are compared with previous research in Peru and Latin America, where a similar trend is observed, although information literacy (ALFIN) is often present in institutional discourse. Conclusion: Based on these findings, it is concluded that public universities, such as the UNJFSC, urgently need to take a step forward in the real incorporation of information literacy. This involves defining guidelines, strengthening the role of libraries as educational spaces, and adopting international frameworks that serve as a guide for integrating these competencies into curricular design and learning assessment. Contribution: The study contributes to the urgent need to establish a training policy that recognizes the importance of these competencies, systematically integrates them into the university curriculum, and articulates them with graduate profiles and the educational role of university libraries.