<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1390-8642</journal-id>
<journal-title><![CDATA[ALTERIDAD.Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Alteridad]]></abbrev-journal-title>
<issn>1390-8642</issn>
<publisher>
<publisher-name><![CDATA[Universidad Politécnica Salesiana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1390-86422023000200273</article-id>
<article-id pub-id-type="doi">10.17163/alt.v18n2.2023.10</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Calidad de los libros desde la perspectiva de la gestión del conocimiento]]></article-title>
<article-title xml:lang="en"><![CDATA[Quality of textbooks from the knowledge management perspective]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hvorecký]]></surname>
<given-names><![CDATA[Jozef]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Korenova]]></surname>
<given-names><![CDATA[Lilla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Comenius de Bratislava  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>República Eslovaca</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Comenius de Bratislava  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>República Eslovaca</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<fpage>273</fpage>
<lpage>284</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S1390-86422023000200273&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S1390-86422023000200273&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S1390-86422023000200273&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La pandemia de COVID-19 ha demostrado la importancia de los libros, pues ayudaron a los estudiantes a continuar su aprendizaje durante el confinamiento. Sin embargo, este período también planteó una pregunta: żQué características debe tener un libro para apoyar el aprendizaje en el aislamiento total o parcial del alumno?. El objetivo es identificar los conceptos y el estilo de los libros que conducen a los resultados del alumnado en comparación a los de la educación en el aula. La metodología tiene enfoque cualitativo; se comparan los objetivos de aprendizaje de las asignaturas y el contenido de los libros, en particular la presencia de conocimiento explícito y tácito. El conocimiento explícito está siempre presente porque consiste en textos, ilustraciones, etc. En ocasiones, los autores pueden olvidarse u ocasionalmente descuidar el conocimiento tácito: mejores prácticas y heurísticas, por lo que los y las estudiantes no pueden recibir el conocimiento integral de su asignatura, porque no pueden completar los pasos mentales entre los niveles de la Taxonomía Revisada de Bloom. Como resultados se identifican las características clave del impulso mental; a partir de ello, se proporcionan estrategias que ayudan a equilibrar el conocimiento explícito y necesario para alcanzar los objetivos de aprendizaje de la asignatura. Se articula la adecuación de las estrategias de equilibrio utilizando ejemplos de dos temas: poesía y geometría. De manera escalonada, estos ejemplos abordan todos los impulsos mentales y muestran cómo pueden expandir el conocimiento del alumno. Para concluir se demostró la idoneidad de explotar conjuntos completos de impulsos mentales que los profesores pueden utilizar para asegurarse de que no falte ningún conocimiento tácito relevante en sus materiales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The COVID-19 pandemic demonstrated the importance of textbooks. They helped the learners to continue their learning in time of lockdowns. The period also raised a question: What features has to have a textbook to support learning in learner&#8217;s full or partial isolation? The objective is to identify textbook&#8217;s concepts and style leading to the isolated learner&#8217;s outcomes equivalent to those in-classroom education. The methodology has a qualitative approach; we confront subjects&#8217; learning objectives and textbooks&#8217; content, in particular, the presence of relevant explicit and tacit knowledge. Explicit knowledge is always present because it consists of texts, illustrations, etc. Authors may forget about or occasionally neglect tacit knowledge: best practices and heuristics. The learners then cannot receive their subject&#8217;s holistic knowledge, because they are unable to complete mental lifts between Revised Bloom&#8217;s Taxonomy&#8217;s levels. As results key features of mental lifts are identified. Based on them, strategies helping to balance explicit and tacit knowledge necessary for achieving subject&#8217;s learning objectives are provided. The appropriateness of the balancing strategies is discoursed using examples from two distant subjects: Poetry and Geometry. In a stepwise manner, these examples address all mental lifts and show how such sequences can expand the learner&#8217;s knowledge. To conclude the discussion demonstrated the suitability of exploiting complete sets of mental lifts. The authors can use it to make certain that no relevant tacit knowledge will absent in their materials.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[producción de libros de texto]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[transferencia de conocimientos]]></kwd>
<kwd lng="es"><![CDATA[gestión del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[autoenseńanza]]></kwd>
<kwd lng="es"><![CDATA[libros de texto.]]></kwd>
<kwd lng="en"><![CDATA[textbook production]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[know-how transfer]]></kwd>
<kwd lng="en"><![CDATA[knowledge management]]></kwd>
<kwd lng="en"><![CDATA[self-instruction]]></kwd>
<kwd lng="en"><![CDATA[textbooks.]]></kwd>
</kwd-group>
</article-meta>
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