Reading and information literacy in the university: a gap, a fragmented construct or a dilemma?

• Autor(a) principal: Reis, Giordani Avila
• Data de Publicação: 2017
• Outros Autores: Duarte, Adriana Bogliolo Sirihal
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Informação & Informação
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/informacao/article/view/26075
• topic: Alphabetization; Literacy; Information Literacy; Reading; Alfabetización; Alfabetizado; Alfabetización Informacional; Lectura; Alfabetização; Letramento; Letramento Informacional; Leitura

Introduction: Since the creation of the expression information literacy in the American educational scenario in 1974, we see the different modifications in its characteristics due to its evolution and application over the years. Despite the different names that the new concept gained here, truth is that its meaning and application find it difficult to fulfill its purpose. The transposition of the concept into a different scenario from where it was originally conceived should outweigh the economic, social and educational difference of realities. Methodology: The article was based on a thorough literature review of work already undertaken in the education area on the matter of reading and, in the area of information science, on information literacy. Results and Conclusions: Reading is the main pillar of information literacy and is also its main barrier that prevents its full implementation in the Brazilian context. The reading problem affects the individual from the elementary levels of education to university, where its lack is viscerally perceived. The inseparability of “alphabetization” and literacy concepts should enable an extension of meanings that would ensure the achievement of information literacy. In fact, the results observed in the reality of surveyed indexes reveal that there is a missing piece in this equation that the information literacy seems unfit to bare.