The role of the librarian in the teaching of Information literacy using Active teaching-learning Methodologies: a bibliographic research

• Autor(a) principal: Marchetti Maia, Cristina
• Data de Publicação: 2020
• Outros Autores: Mary Furnival, Ariadne Chloë
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: RBBD. Revista Brasileira de Biblioteconomia e Documentação (Online)
• Texto Completo: https://rbbd.febab.org.br/rbbd/article/view/1408
• topic: Information Literacy. Constructivist Theory. Active methodologies. Teaching-learning. University library.; Competência Informacional; Teoria Construtivista; Metodologias Ativas; Ensino-aprendizagem; Biblioteca universitária.

Libraries play a fundamental pedagogical role in teaching information competences in individuals, by providing mechanisms for the development of Information Literacy aimed at the mastery of techniques and the independence of the individual. The research we describe in this chapter aimed to contextualize and comprehend Active Methodology approaches to teaching and learning, seeking a critical reflection regarding their use in information literacy initiatives in HE institutions. Bibliographic research was used followed by a structured content analysis of the selected retrieved documents.  Twenty-three publications were selected for analysis between 2015 and 2019. The active methodologies discussed in these retrieved papers were: the Flipped Classroom, Inquiry Based Learning, Peer Instruction, Activity Based Learning, Project Based Learning, Problem Based Learning, Backward Design, Cephalonian Method, Minute Paper and Storytelling. The satisfaction levels among students were good in the groups in which the methodologies were applied and the positive points were: increased interest, interaction and collaboration from the students, as well as increasing the confidence level to perform the proposed activities. The exception was one Activity Based Learning report which clearly stated that the active learning mode did not achieve the expected results compared to the use of lectures. It is our hope that the discussions and proposals that we present and systematize in this study will instigate library professionals to rethink their pedagogical approaches towards creating and running information literacy programmes in HE environments, by to underpin their professional practice about teaching methodologies promoted by librarians.