How do ESEIG´S faculty and librarian work togther in order to promote student´s Knowledge management skills?

• Autor(a) principal: Martins, Susana
• Data de Publicação: 2016
• Outros Autores: Carvalho, Milena
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10400.22/22390
• topic: Collaboration; Higher Education; Information Literacy skills; Information Society; Knowledge Management

Information practices and learning strategies, i.e. knowledge management, are gaining acceptance in the field of Education. Knowledge management can be described as a set of practices that help to improve the use and sharing of data and information in decision-making. This paradigm shift, at a national scale, was driven by the Bologna Declaration by assuming that students play an active and central role in their training. Projects like "Tuning Educational Structures n Europe” and “Defnton and Selecton of Competences” mentons nformaton literacy skills (ILS) as a strategy for the individual to thrive in the 21st century. This requires a critical analysis on the nature of the information itself and of the informational skills that are needed as a basis for decision-making, issuing opinions and execution of duly informed and reasoned actions. This short-paper shows the relationship between the full time faculty of the School of Management and Industrial Studies (ESEIG) of Polytechnic Institute of Porto (IPP) and ESEIG ́s lbraran. We assess, by a questonnare appled to both faculty and ESEIGs ́ librarian, how they face collaboration among them in order to achieve a good performance in terms of information literacy of that student community. This study shows how these actors perceive their roles within the information literacy education in this context. We conclude that there is growing concern on the part of faculty to promote students acquisition of information literacy skills, but that collaboration with the librarian did not reach the parameters considered yet satisfactory by the information literacy movement. Finally, action proposals are presented to that community in order to facilitate dialogue and collaboration between those actors, in order to promote the acquisition of ILS by the students. Some proposals are presented in order to enhance and improve the relationship between them, and thus improve ILS that students acquire.