A Competência Informacional Como Disciplina Curricular Na Formação De Bibliotecários Na Espanha E No Brasil

Abstract

Resumen: Se plantea como objetivo verificar cómo las disciplinas sobre competencia informacional son abordadas en el Grado de Información y Documentación en España y de Biblioteconomía en Brasil, con el fin de caracterizar sus principales contenidos. El estudio utilizó una investigación cualitativa y documental, analizando los currículos y planes de estudios de estos cursos en los dos países. Se encontró que el contenido de estos cursos en Brasil es divergente mientras que en España, se centran en la formación de futuros educadores/formadores. Se concluyó que en Brasil, la integración de la temática de competencia informacional está en consolidación. En España hay una mayor incidencia de cursos que incluyen este contenido, y se nota un cierto consenso sobre cómo se aborda tal cuestión. Una aproximación entre los debates e intercambios de los dos países puede ser enriquecedora y fortalecer el tema, principalmente en Brasil. Palabras clave: Competencia informacional; alfabetización informacional; biblioteconomía; información y documentación; currículo universitario. Title: THE INFORMATION LITERACY HOW TO DISCIPLINE IN THE CURRICULUM LIBRARIANS TRAINING IN SPAIN AND BRAZIL.Abstract: The aim of this study was to how the disciplines of information literacy have been addressed in the courses of Information and Documentation in Spain and Librarianship in Brazil, in order to characterize the main contents. In this sense, there was a research of a qualitative nature and documentary, analyzing the curricula and syllabi of these courses in both countries. Using content analysis, it was found that the content of these modules in Brazilian courses is divergent, while in the Spanish case they are focused on the formation of future educators. It was concluded that in Brazil the integration of information literacy topics is still being consolidated. In Spain, there is a higher incidence of courses that include this content, and it is noticeable that there is a certain consensus on how this issue is addressed in courses. Promoting exchange and further discussion between the two countries may be enriching, and strengthen the subject, especially in Brazil.

A Formação De Leitores Por Meio Da Literatura Infantil Na Escola De Tempo Integral

“…Mas a realidade é outra, muitas vezes, a família não participa da educação para a leitura. Mota (2006) Segundo Castellanos (2010, p. 65) "A leitura é uma prática criadora e inventiva". A leitura muda uma produção de sentidos, não sendo mais reduzidas a letras.…”

75 lessons learned for enhancing information literacy programs

“…Its ILS 118,9/10 purpose is to achieve competencies (knowledge, skills and attitudes in computing, communications and information) that would enable, after identifying and recognizing their information needs, to locate, select, retrieve, organize, evaluate, produce, share and disseminate information in an efficient and effective way (Uribe-Tirado and Castaño Muñoz, 2012, p. 216). This macro-definition has been referenced in many publications which include: Dulzaides Iglesias (2010), Berrío Zapata (2012), Baica andBegueríe (2012), Valverde Grandal et al (2012), Almeida Campos et al (2013), Muriel Torrado (2013, Alves and Alcará (2014), Alonso et al (2014), Caraballoso Granado et al (2015), Vivas et al (2015), Preyones et al (2016), Da Mata et al (2016 and Kessler and Pietroboni (2016).…”