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Advisor(s)
Abstract(s)
No âmbito duma investigação que cruza a área científica da Ciência da Informação com a Educação, elegendo como objeto de estudo a Literacia da Informação (LI), selecionaram-se um conjunto de competências de LI, reconhecidas como mais importantes e mencionadas em vasta literatura sobre o tema, com destaque para alguns Referenciais internacionais.
Pretende-se averiguar qual o papel da formação ministrada em diferentes licenciaturas de uma escola de ensino superior politécnico e refletir sobre que competências são mais desenvolvidas nos estudantes de diferentes cursos, comparando aqueles que iniciam e os que terminam a sua formação.
Para além dos estudantes, destaca-se, neste estudo, a intervenção dos professores das referidas
licenciaturas, ambos os grupos inquiridos através de questionários online. Também os elementos responsáveis pela coordenação dos oito cursos de primeiro ciclo em análise e a bibliotecária da instituição são envolvidos, neste caso, através de entrevistas semidirigidas, contribuindo para uma investigação que se pretende o mais completa possível e com a robustez decorrente do cruzamento de vários dados.
Recorrendo a uma abordagem metodológica quantitativa e qualitativa, num interessante jogo de perceções consonantes ou divergentes entre estes atores cruciais do processo educativo, os resultados e a sua interpretação permitem refletir sobre a necessidade de adotar novas posturas e atuações no complexo processo de formação e de desenvolvimento de competências de LI.
Estas devem ser adequadas aos perfis desejáveis dos diplomados do ensino superior, profissionais e cidadãos que se pretende que obtenham sucesso nas diferentes áreas da sua vida, revelando-se, em suma, indivíduos infoincluídos, ativos e participativos face às mudanças, desafios e crises do século XXI.
The focus of this research, which comprehends two scientific areas: Information Science and Education, is the analysis of Information Literacy (IL) skills. In the selection of a set of IL skills prevailed the acknowledgement of those considered to be most important through the mentions in the wide range of literature available, with emphasis on international standards. The purpose of this study is to assess the consequence of the training provided in a polytechnic higher education institution, hence determining which skills show a higher degree of proficiency amongst the students of different undergraduate programmes by comparing the status at the beginning and at the end of their training period. The study targeted not only students but also the teachers of the undergraduate programmes, who were asked to answer an online questionnaire. To complement the data thus gathered, the coordinators of the eight undergraduate programmes assessed and the institution’s librarian were also involved via a semi-directed interview. Crossing data from both sources allowed from a broader more thorough analysis that fully sustained the results. The use of a quantitative and qualitative methodological approach disclosed an interesting game of consonant and divergent perceptions between the key players in the educational process, the outcome of which, the results and their interpretation, call for a reflection on the need to adopt a new attitude and actions within the complex process of training and development of IL skills. IL skills should be adjusted to the design of optimum graduate profiles for professionals and citizens who seek success in all areas of their lives. In other words, info-inclusion/digital inclusion graduates have a higher chance of success as they face the changes, challenges and crises of the 21 st century.
The focus of this research, which comprehends two scientific areas: Information Science and Education, is the analysis of Information Literacy (IL) skills. In the selection of a set of IL skills prevailed the acknowledgement of those considered to be most important through the mentions in the wide range of literature available, with emphasis on international standards. The purpose of this study is to assess the consequence of the training provided in a polytechnic higher education institution, hence determining which skills show a higher degree of proficiency amongst the students of different undergraduate programmes by comparing the status at the beginning and at the end of their training period. The study targeted not only students but also the teachers of the undergraduate programmes, who were asked to answer an online questionnaire. To complement the data thus gathered, the coordinators of the eight undergraduate programmes assessed and the institution’s librarian were also involved via a semi-directed interview. Crossing data from both sources allowed from a broader more thorough analysis that fully sustained the results. The use of a quantitative and qualitative methodological approach disclosed an interesting game of consonant and divergent perceptions between the key players in the educational process, the outcome of which, the results and their interpretation, call for a reflection on the need to adopt a new attitude and actions within the complex process of training and development of IL skills. IL skills should be adjusted to the design of optimum graduate profiles for professionals and citizens who seek success in all areas of their lives. In other words, info-inclusion/digital inclusion graduates have a higher chance of success as they face the changes, challenges and crises of the 21 st century.
Description
Keywords
Competências Literacia Informação Formação Estudantes Skills Literacy Information Training Students
Citation
Braga, Maria Inês Peixoto (2015) Competências a potenciar: novas formas de agir na construção do conhecimento. In Desafíos y oportunidades de las Ciencias de la Información y la Documentación en la era digital: actas del VII Encuentro Ibérico EDICIC 2015 (Madrid, 16 y 17 de noviembre de 2015). Universidad Complutense de Madrid, Madrid. ISBN 978-84-608-3330-7
Publisher
Universidad Complutense de Madrid