Information Literacy in Portuguese University Context: a Necessary Intervention

• Autor(a) principal: Lopes, Carlos
• Data de Publicação: 2017
• Outros Autores: Sanches, Tatiana, Antunes, Maria da Luz, Andrade, Isabel, Alonso Arevalo, Julio
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10451/29749
• topic: Higher Education Libraries; Guidelines; Information Literacy; Learning; Portugal

Due to the Bologna process, but also in light of technological and communication changes, the current context of higher education requires a reconfiguration of the way we learn (ACRL, 2012). Driven to deal with new learning environments, students must handle information, know how to choose it, interpret it, evaluate it, and use it (ACRL, 2000, 2015). It is therefore necessary to value information (in itself and for what it represents in terms of rights and the exercise of citizenship), and understand that its domain, that is, its literacy, is an essential investment in the context of higher education (Allan, 2010). A group of authors from various quarters came together in a research group – Grupo de Investigação em Psicopatologia, Emoções, Cognição e Documentação, Information Literacy in the University Context, based in ISPA, Instituto Universitário – in an attempt to respond to a gap that exists in Portugal: the lack of a book in Portuguese to meet the needs of professionals working on this theme (Horton, 2016). Based on national and international contributions, with the newest developments in this field, this open access e-book (Lopes, Sanches, Andrade, Antunes, & Alonso-Arévalo, 2016) seeks to anchor information literacy in theoretical research to sustain practices, but also to present exemplary cases for inspiration and replication in different educational contexts (Sayers, 2006). It presents ideas and shares experiences, broadens horizons and sheds some light on the national panorama as regards information literacy, barely visible before this initiative. Different formulations, perspectives and approaches seek to provide diverse, extensive input and to respond to the challenge laid down by professionals of this area (especially those intervening in higher education libraries) who have interacted with the authors over the past few years. The purpose of this paper is to describe the challenge which motivated this research work, explaining and encouraging improved learning and academic achievement, through awareness of concrete action by the professionals who develop their action with and for information literacy, in the higher education context.