Bearing in mind the trends, challenges and technological
advances discussed in the Horizon Report 2014,
which affect education and lead us to define profiles
for teachers and students that are adapted to the
demands of a digital society in continual change, in
the Horizon 2020 framework digital/information competences
are defined as strategic and horizontal for
adapting to the pace of the times, and they affect all
the actors in the educational system. In this context,
the aim of this research is to launch a process of
evaluating the training programs delivered by university
libraries in these competences, comparing them
to the DIGCOMP and ACLR Frameworks. The objectives
proposed are: 1. to analyse the degree of correspondence
and the need for adaptation. 2. to evaluate
the degree of integration and application of the training
actions in digital/information competences in the
teaching programs, as well as analysing the teaching
methods used. The conclusion reached is that these
competences are not so necessary in classrooms
when teaching methods are more behavioural than
constructivist, which prevents the students from developing capacities for creation, innovation, cooperation
and intellectual autonomy. Alert minds that learn
by doing, for which the acquisition of these competences
is essential
