Contributions of the phenomenographic approach for information literacy learning and education

Detalhes bibliográficos
Autor(a) principal: Manhique, Ilídio Lobato Ernesto
Data de Publicação: 2020
Outros Autores: Casarin, Helen de Castro Silva
Tipo de documento: Artigo
Idioma: por
Título da fonte: Em Questão (Online)
Texto Completo: https://seer.ufrgs.br/index.php/EmQuestao/article/view/89851
Resumo: The complexity of digital environment derived from the growing volume of data and information requires a set of skills, atitudes and knowledge that favor people autonomous learning. The information literacy is part these assumptions that allow critical and reflexive use of information. This research explores the phenomenographic approach to investigate the learner-based learning and its impact on information literacy education. Based on literature review, this research provides insights about the importance of phenomenography to conceive relational models of information literacy, which can be an alternative to the prevailing standards and frameworks which categories of description are defined priori. In this work were analyzed two relational models of information literacy, namely, “seven faces of information literacy” and “six frames for information literacy education”, to demonstrate how phenomenography has been used to examine the relation between individuals and information. It concludes that phenomenograpy is an approach with unlimited potentialities to help to design and redesign information literacy programs in several educational levels. Given the incipiency of this kind of studies in Brazilian context, we suggest that new studies about information literacy using phenomenographic perspective are necessary in order to deepen the theoretical and methodological bases of information literacy learning and education.
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spelling Contributions of the phenomenographic approach for information literacy learning and educationContribuições da fenomenografia para o ensino e a aprendizagem de competência informacionalFenomenografiaCompetência informacionalModelo relacionalAprendizagemEnsino.PhenomenographyInformation literacyRelational modelLearningEducation.The complexity of digital environment derived from the growing volume of data and information requires a set of skills, atitudes and knowledge that favor people autonomous learning. The information literacy is part these assumptions that allow critical and reflexive use of information. This research explores the phenomenographic approach to investigate the learner-based learning and its impact on information literacy education. Based on literature review, this research provides insights about the importance of phenomenography to conceive relational models of information literacy, which can be an alternative to the prevailing standards and frameworks which categories of description are defined priori. In this work were analyzed two relational models of information literacy, namely, “seven faces of information literacy” and “six frames for information literacy education”, to demonstrate how phenomenography has been used to examine the relation between individuals and information. It concludes that phenomenograpy is an approach with unlimited potentialities to help to design and redesign information literacy programs in several educational levels. Given the incipiency of this kind of studies in Brazilian context, we suggest that new studies about information literacy using phenomenographic perspective are necessary in order to deepen the theoretical and methodological bases of information literacy learning and education.A complexidade do ambiente digital, derivada do crescimento do volume de dados e da informação, exige um conjunto de habilidades, conhecimentos e atitudes que favoreçam a aprendizagem autônoma dos sujeitos. A competência informacional é parte desses pressupostos que possibilitam o uso crítico e reflexivo da informação. Objetiva-se explorar a abordagem fenomenográfica com o intuito de investigar a aprendizagem a partir da perspectiva dos sujeitos e o seu impacto para o ensino da competência informacional. Com base em uma pesquisa teórica, este estudo fornece subsídios sobre a importância da fenomenografia para a elaboração de propostas com enfoque relacional de competência informacional, que funcionem como alternativa aos padrões e frameworks já existentes, cujas categorias de descrição são definidas a priori. Para tal, analisam-se duas propostas (seven faces of information literacy e six frames for information literacy education) que demonstram como a fenomenografia tem sido usada para examinar a relação entre o indivíduo e a informação. Observa-se que a fenomenografia é uma abordagem de pesquisa com potencialidades para a formulação e reformulação de programas de competência informacional em vários níveis educacionais, em particular no ensino superior. Dada a incipiência desses estudos no contexto brasileiro, sugere-se a realização de novas pesquisas integrando a fenomenografia como forma de aprofundar e diversificar as bases teóricas ligadas à aprendizagem e educação da competência informacional.Universidade Federal do Rio Grande do Sul, Faculdade de Biblioteconomia e Comunicação, Programa de Pós-Graduação em Ciência da Informação (Porto Alegre/RS)2020-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado por Paresapplication/pdfhttps://seer.ufrgs.br/index.php/EmQuestao/article/view/8985110.19132/1808-5245261.113-131Em Questão; v. 26, n. 1, jan./abr. 2020; 113-131Em Questão; v. 26, n. 1, jan./abr. 2020; 113-131Em Questão; v. 26, n. 1, jan./abr. 2020; 113-1311808-52451807-8893reponame:Em Questão (Online)instname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/EmQuestao/article/view/89851/54464Copyright (c) 2019 Ilídio Lobato Ernesto Manhique, Helen de Castro Silva Casarinhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessManhique, Ilídio Lobato ErnestoCasarin, Helen de Castro Silva2024-03-18T13:43:18Zoai:seer.ufrgs.br:article/89851Revistahttps://seer.ufrgs.br/emquestao/PUBhttps://seer.ufrgs.br/EmQuestao/oaiemquestao@ufrgs.br||emquestao@ufrgs.br1808-52451807-8893opendoar:2024-03-18T13:43:18Em Questão (Online) - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Contributions of the phenomenographic approach for information literacy learning and education
Contribuições da fenomenografia para o ensino e a aprendizagem de competência informacional
title Contributions of the phenomenographic approach for information literacy learning and education
spellingShingle Contributions of the phenomenographic approach for information literacy learning and education
Manhique, Ilídio Lobato Ernesto
Fenomenografia
Competência informacional
Modelo relacional
Aprendizagem
Ensino.
Phenomenography
Information literacy
Relational model
Learning
Education.
title_short Contributions of the phenomenographic approach for information literacy learning and education
title_full Contributions of the phenomenographic approach for information literacy learning and education
title_fullStr Contributions of the phenomenographic approach for information literacy learning and education
title_full_unstemmed Contributions of the phenomenographic approach for information literacy learning and education
title_sort Contributions of the phenomenographic approach for information literacy learning and education
author Manhique, Ilídio Lobato Ernesto
author_facet Manhique, Ilídio Lobato Ernesto
Casarin, Helen de Castro Silva
author_role author
author2 Casarin, Helen de Castro Silva
author2_role author
dc.contributor.author.fl_str_mv Manhique, Ilídio Lobato Ernesto
Casarin, Helen de Castro Silva
dc.subject.por.fl_str_mv Fenomenografia
Competência informacional
Modelo relacional
Aprendizagem
Ensino.
Phenomenography
Information literacy
Relational model
Learning
Education.
topic Fenomenografia
Competência informacional
Modelo relacional
Aprendizagem
Ensino.
Phenomenography
Information literacy
Relational model
Learning
Education.
description The complexity of digital environment derived from the growing volume of data and information requires a set of skills, atitudes and knowledge that favor people autonomous learning. The information literacy is part these assumptions that allow critical and reflexive use of information. This research explores the phenomenographic approach to investigate the learner-based learning and its impact on information literacy education. Based on literature review, this research provides insights about the importance of phenomenography to conceive relational models of information literacy, which can be an alternative to the prevailing standards and frameworks which categories of description are defined priori. In this work were analyzed two relational models of information literacy, namely, “seven faces of information literacy” and “six frames for information literacy education”, to demonstrate how phenomenography has been used to examine the relation between individuals and information. It concludes that phenomenograpy is an approach with unlimited potentialities to help to design and redesign information literacy programs in several educational levels. Given the incipiency of this kind of studies in Brazilian context, we suggest that new studies about information literacy using phenomenographic perspective are necessary in order to deepen the theoretical and methodological bases of information literacy learning and education.
publishDate 2020
dc.date.none.fl_str_mv 2020-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado por Pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufrgs.br/index.php/EmQuestao/article/view/89851
10.19132/1808-5245261.113-131
url https://seer.ufrgs.br/index.php/EmQuestao/article/view/89851
identifier_str_mv 10.19132/1808-5245261.113-131
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/EmQuestao/article/view/89851/54464
dc.rights.driver.fl_str_mv Copyright (c) 2019 Ilídio Lobato Ernesto Manhique, Helen de Castro Silva Casarin
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Ilídio Lobato Ernesto Manhique, Helen de Castro Silva Casarin
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Rio Grande do Sul, Faculdade de Biblioteconomia e Comunicação, Programa de Pós-Graduação em Ciência da Informação (Porto Alegre/RS)
publisher.none.fl_str_mv Universidade Federal do Rio Grande do Sul, Faculdade de Biblioteconomia e Comunicação, Programa de Pós-Graduação em Ciência da Informação (Porto Alegre/RS)
dc.source.none.fl_str_mv Em Questão; v. 26, n. 1, jan./abr. 2020; 113-131
Em Questão; v. 26, n. 1, jan./abr. 2020; 113-131
Em Questão; v. 26, n. 1, jan./abr. 2020; 113-131
1808-5245
1807-8893
reponame:Em Questão (Online)
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Em Questão (Online)
collection Em Questão (Online)
repository.name.fl_str_mv Em Questão (Online) - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv emquestao@ufrgs.br||emquestao@ufrgs.br
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