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Abstract(s)
This analysis of the post Bologna Declaration Portuguese Higher Education System (from 2006) will highlight that despite the mandatory adjustments such has reducing the length of study cycles this system has not yet succeeded in and creating curricula that visibly reflect the development of the skill for academic and professional survival in the 21st century. Exceptions can be found and it is likely that transversal work exists within the courses. It is, however, strongly dependent on the training and awareness of its faculty, whereas the ideal setting would be that the training of such skills was in curricula.
Upon conducting the literature review, the theoretical basis for this paper is anchored on Standards and on Information Science organizations’ studies on Information Literacy such as those of the American Library Association (ALA) – e.g. Information Literacy Competency Standards for Higher Education (ALA, 2000), Standards for the 21st Century Learner (ALA, 2007), Learning 4 Life: The National Plan for Implementation of Standards for the 21st Century Learner (2008). Within the context of the information society, of the constantly emerging information and communication technologies, and of the participatory culture we find the research of Henry Jenkins and co-authors - New Media Literacy White Paper. Confronting the challenges of participatory culture: media education for the 21st century (2006) and the more recent Skills for Today Research Series (P21, 2017) noteworthy.
The data presented is the result of a research carried out within Porto Polytechnic in a scope comprising courses from diverse scientific areas. The data illustrates the contrast between a) the perception of teachers and students indicating that Information Literacy (IL) skills are fairly well developed within the training process and b) the results of IL tests applied to students being mostly negative.
This paper reports some teaching and learning experienced by an Information Science and Communication teacher hoping it may help improving the adoption of pedagogical strategies that can motivate and potentiate a more effective development of IL skills.
We believe that, in addition to an institutional involvement by management, faculty, librarians and, first and foremost, students, in this complex collaborative task of formation, these reflexions will contribute to make these individuals in the process of training more autonomous, critical, responsible, active and successful as students, workers and citizens.
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Skills Students Training Innovation Citizenship