Teaching strategies for information literacy training actions in school libraries

• Autor(a) principal: Santos, Veronica Aparecida dos
• Data de Publicação: 2021
• Outros Autores: Cervelin, Graziela, Alcará, Adriana Rosecler
• 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/1425
• topic: Information literacy. Teaching strategies. School library.; Competência em informação. Estratégias de ensino. Biblioteca escolar.

It aims to present teaching strategies that can contribute to the development of information literacy in the context of the school library. Firstly, it contextualizes information literacy regarding the relation between school library and school culture, and demonstrates how important it is for the librarian to own teaching techniques that may subsidize the development for information literacy. It contemplates the school librarian’s operation, pointing out that he lacks a better suiting formation for the pedagogical practice, but on the other hand, it evinces the educational functions practiced by the librarian, the educative aspect of his actions and how the pedagogical forms categorized as elementary and complex are applied in the library. Sequentially it highlights the relevance of collaborative work between librarians and teachers, which directly influences the formation of abilities concerning the use of information. The methodology employed is exploratory and descriptive research with qualitative approach and bibliographic outline. It concludes that taking into account the students’ goals and cognitive development is required before choosing which strategies will be applied, favoring methodologies that promote active student participation in the learning process. It highlights the relevance of integrating information literacy with the school curriculum, not ignoring the contribution of extracurricular actions and non-formal education to the development of all dimensions of information literacy.