The relationship of reading and information skills to the literacy process in the digital age
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Informação & Informação |
Texto Completo: | https://ojs.uel.br/revistas/uel/index.php/informacao/article/view/38907 |
Resumo: | Introduction: Writing, information and communication technologies enhance the dissemination of information, enabling the recovery of printed, electronic and digital works in various types of media such as books, periodicals, videos and web sites. Through the use of technological resources huge volumes of information are made available, making it necessary for the contemporary subject to develop competences in the field of information and reading aimed at promoting meaningful learning as a result of the use of different text and hypertext modalities; permeating the interest, the need and the pleasure of reading. Objective: The presented scenario requires to analyze the development of reading competence and information competence related to the literacy process in the digital age. Methodology: Through a descriptive and exploratory research characterized at first as bibliographic, themes are identified and guidelines for competences developed in the library, school, cyberspace, at the university and other collaborative environments of (in)formation, education and culture. Results: During the analysis of the themes and directions that comprise the reading competence and information competence interrelated with the literacy process, it appears that the access of the modalities of multimodal readings and the comprehension capacity are essential for the appropriation of (hyper)text. It is identified that the exercise of critical reading, acquired through collaborative learning, requires processes of construction of practices and reading projects related to the ethical use of information, thus depending on a combination of knowledge and social attitudes in the digital age. Conclusions: During the development of the research it is noticed that the information and knowledge society requests from the reader subject competences that depend on the combination of skills (know how to do), knowledge (know how to be) and attitudes (know how to act) in the field of information and reading, as well as the acquisition of cognitive skills and attitudes related to writing in the context of alphabetization, along with the mobilization of reading practices socially constituted by the literacy process. |
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The relationship of reading and information skills to the literacy process in the digital ageLa relación de la competencia lectora y en información com el proceso de letramientoO relacionamento das competências leitora e em informação com o processo de letramento na era digitalInformation competenceReading competenceLiteracy in the digital ageInformation and knowledge societyCompetencia en informaciónCompetencia lectoraLetramiento en la era digitalSociedade de la información y el conocimientoCompetência em informaçãoCompetência leitoraLetramento na era digitalSociedade da Informação e do conhecimentoIntroduction: Writing, information and communication technologies enhance the dissemination of information, enabling the recovery of printed, electronic and digital works in various types of media such as books, periodicals, videos and web sites. Through the use of technological resources huge volumes of information are made available, making it necessary for the contemporary subject to develop competences in the field of information and reading aimed at promoting meaningful learning as a result of the use of different text and hypertext modalities; permeating the interest, the need and the pleasure of reading. Objective: The presented scenario requires to analyze the development of reading competence and information competence related to the literacy process in the digital age. Methodology: Through a descriptive and exploratory research characterized at first as bibliographic, themes are identified and guidelines for competences developed in the library, school, cyberspace, at the university and other collaborative environments of (in)formation, education and culture. Results: During the analysis of the themes and directions that comprise the reading competence and information competence interrelated with the literacy process, it appears that the access of the modalities of multimodal readings and the comprehension capacity are essential for the appropriation of (hyper)text. It is identified that the exercise of critical reading, acquired through collaborative learning, requires processes of construction of practices and reading projects related to the ethical use of information, thus depending on a combination of knowledge and social attitudes in the digital age. Conclusions: During the development of the research it is noticed that the information and knowledge society requests from the reader subject competences that depend on the combination of skills (know how to do), knowledge (know how to be) and attitudes (know how to act) in the field of information and reading, as well as the acquisition of cognitive skills and attitudes related to writing in the context of alphabetization, along with the mobilization of reading practices socially constituted by the literacy process.Introducción: Las tecnologías de la escritura, la información y la comunicación mejoran la difusión de la información, permitiendo la recuperación de obras impresas, electrónicas y digitales en diversos tipos de soportes como libros, publicaciones periódicas, videos y sitios web. Mediante el uso de recursos tecnológicos se ponen a disposición ingentes volúmenes de información, lo que hace necesario que el sujeto contemporáneo desarrolle habilidades en el campo de la información y la lectura orientadas a promover el aprendizaje significativo, como resultado del uso de diferentes modalidades de textos y hipertextos que impregnan el interés, la necesidad y el placer de leer.Objetivo: El escenario presentado requiere analizar el desarrollo de la competencia lectora y de información relacionada con el proceso de alfabetización en la era digital.Metodología: A través de una investigación descriptiva y exploratoria caracterizada en un principio como bibliográfica, se identifican temas y pautas de competencias desarrolladas en la biblioteca, la escuela, el ciberespacio, la universidad y otros entornos colaborativos (in) formativos, educativos y culturales.Resultados: En el transcurso del análisis de los temas y orientaciones que componen las habilidades de lectura e información interrelacionadas con el proceso de alfabetización, aparece que el acceso a modalidades de lectura multimodal y la capacidad de comprensión son fundamentales para la apropiación del (hipe) texto. Se identifica que el ejercicio de la lectura crítica, adquirido a través del aprendizaje colaborativo, requiere procesos de construcción de prácticas y proyectos de lectura relacionados con el uso ético de la información, dependiendo, por tanto, de una combinación de conocimientos y actitudes sociales en la era digital.Conclusiones: Durante el desarrollo de la investigación, se advierte que la sociedad de la información y el conocimiento requiere del lector de asignatura habilidades que se deducen de la combinación de habilidades (saber hacer), conocimientos (saber ser) y actitudes (saber hacer). actuar) en el campo de la información y la lectura, así como la adquisición de habilidades cognitivas y actitudes relacionadas con la escritura en el contexto de la alfabetización, junto con la movilización de prácticas lectoras socialmente constituidas por el proceso de alfabetización.Introdução:As tecnologias de escrita, informação e comunicação potencializam a disseminação da informação, possibilitando a recuperação de obras impressas, eletrônicas e digitais em vários tipos de suportes como livros, periódicos, vídeos e web sites. Por meio do uso dos recursos tecnológicos enormes volumes de informações são disponibilizados, tornando-se necessário que o sujeito contemporâneo desenvolva competências no âmbito da informação e da leitura destinadas à promoção de aprendizagens significativas, em decorrência do uso de diferentes modalidades de textos e hipertextos perpassando o interesse, a necessidade e o prazer de ler. Objetivo: O cenário apresentado requer colocar em análise o desenvolvimento da competência leitora e da competência em informação relacionadas com o processo de letramento na era digital. Metodologia: Por meio de uma pesquisa descritiva e exploratória caracterizada a princípio como bibliográfica, identificam-se temas e procede-se ao delineamento de direcionamentos para as competências desenvolvidas na biblioteca, na escola, no ciberespaço, na universidade e em outros ambientes colaborativos de (in)formação, educação e cultura. Resultados: No decorrer da análise dos temas e direcionamentos que compreendem as competências leitora e em informação inter-relacionadas com o processo de letramento, verifica-se que o acesso das modalidades de leituras multimodais e a capacidade de compreensão são essenciais para a apropriação do (hiper)texto. Identifica-se que o exercício de uma leitura crítica, adquirida por meio de um aprendizado colaborativo, requer processos de construção de práticas e projetos de leituras relacionadas com o uso ético da informação, dependendo, por conseguinte, de uma combinação de conhecimentos e atitudes sociais na era digital. Conclusões: Durante o desenvolvimento da pesquisa percebe-se que a sociedade da informação e do conhecimento solicita do sujeito leitor competências que depreendam da combinação de habilidades (saber fazer), conhecimentos (saber ser) e atitudes (saber agir) no campo da informação e da leitura, assim como da aquisição de habilidades cognitivas e atitudes relacionadas com a escrita no âmbito da alfabetização, junto com a mobilização de práticas de leituras socialmente constituídas pelo processo de letramento.Universidade Estadual de Londrina2021-03-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/informacao/article/view/3890710.5433/1981-8920.2021v26n1p206Informação & Informação; v. 26 n. 1 (2021); 206-2311981-8920reponame:Informação & Informaçãoinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/informacao/article/view/38907/pdfCopyright (c) 2021 Informação & Informaçãoinfo:eu-repo/semantics/openAccessGerlin, Meri Nadia Marques2022-06-10T21:15:49Zoai:ojs.pkp.sfu.ca:article/38907Revistahttps://www.uel.br/revistas/uel/index.php/informacao/indexPUBhttps://www.uel.br/revistas/uel/index.php/informacao/oai||infoeinfo@uel.br10.5433/1981-89201981-89201414-2139opendoar:2022-06-10T21:15:49Informação & Informação - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
The relationship of reading and information skills to the literacy process in the digital age La relación de la competencia lectora y en información com el proceso de letramiento O relacionamento das competências leitora e em informação com o processo de letramento na era digital |
title |
The relationship of reading and information skills to the literacy process in the digital age |
spellingShingle |
The relationship of reading and information skills to the literacy process in the digital age Gerlin, Meri Nadia Marques Information competence Reading competence Literacy in the digital age Information and knowledge society Competencia en información Competencia lectora Letramiento en la era digital Sociedade de la información y el conocimiento Competência em informação Competência leitora Letramento na era digital Sociedade da Informação e do conhecimento |
title_short |
The relationship of reading and information skills to the literacy process in the digital age |
title_full |
The relationship of reading and information skills to the literacy process in the digital age |
title_fullStr |
The relationship of reading and information skills to the literacy process in the digital age |
title_full_unstemmed |
The relationship of reading and information skills to the literacy process in the digital age |
title_sort |
The relationship of reading and information skills to the literacy process in the digital age |
author |
Gerlin, Meri Nadia Marques |
author_facet |
Gerlin, Meri Nadia Marques |
author_role |
author |
dc.contributor.author.fl_str_mv |
Gerlin, Meri Nadia Marques |
dc.subject.por.fl_str_mv |
Information competence Reading competence Literacy in the digital age Information and knowledge society Competencia en información Competencia lectora Letramiento en la era digital Sociedade de la información y el conocimiento Competência em informação Competência leitora Letramento na era digital Sociedade da Informação e do conhecimento |
topic |
Information competence Reading competence Literacy in the digital age Information and knowledge society Competencia en información Competencia lectora Letramiento en la era digital Sociedade de la información y el conocimiento Competência em informação Competência leitora Letramento na era digital Sociedade da Informação e do conhecimento |
description |
Introduction: Writing, information and communication technologies enhance the dissemination of information, enabling the recovery of printed, electronic and digital works in various types of media such as books, periodicals, videos and web sites. Through the use of technological resources huge volumes of information are made available, making it necessary for the contemporary subject to develop competences in the field of information and reading aimed at promoting meaningful learning as a result of the use of different text and hypertext modalities; permeating the interest, the need and the pleasure of reading. Objective: The presented scenario requires to analyze the development of reading competence and information competence related to the literacy process in the digital age. Methodology: Through a descriptive and exploratory research characterized at first as bibliographic, themes are identified and guidelines for competences developed in the library, school, cyberspace, at the university and other collaborative environments of (in)formation, education and culture. Results: During the analysis of the themes and directions that comprise the reading competence and information competence interrelated with the literacy process, it appears that the access of the modalities of multimodal readings and the comprehension capacity are essential for the appropriation of (hyper)text. It is identified that the exercise of critical reading, acquired through collaborative learning, requires processes of construction of practices and reading projects related to the ethical use of information, thus depending on a combination of knowledge and social attitudes in the digital age. Conclusions: During the development of the research it is noticed that the information and knowledge society requests from the reader subject competences that depend on the combination of skills (know how to do), knowledge (know how to be) and attitudes (know how to act) in the field of information and reading, as well as the acquisition of cognitive skills and attitudes related to writing in the context of alphabetization, along with the mobilization of reading practices socially constituted by the literacy process. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-03-31 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/informacao/article/view/38907 10.5433/1981-8920.2021v26n1p206 |
url |
https://ojs.uel.br/revistas/uel/index.php/informacao/article/view/38907 |
identifier_str_mv |
10.5433/1981-8920.2021v26n1p206 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/informacao/article/view/38907/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Informação & Informação info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Informação & Informação |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Londrina |
publisher.none.fl_str_mv |
Universidade Estadual de Londrina |
dc.source.none.fl_str_mv |
Informação & Informação; v. 26 n. 1 (2021); 206-231 1981-8920 reponame:Informação & Informação instname:Universidade Estadual de Londrina (UEL) instacron:UEL |
instname_str |
Universidade Estadual de Londrina (UEL) |
instacron_str |
UEL |
institution |
UEL |
reponame_str |
Informação & Informação |
collection |
Informação & Informação |
repository.name.fl_str_mv |
Informação & Informação - Universidade Estadual de Londrina (UEL) |
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||infoeinfo@uel.br |
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1799305986105671680 |