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Quality education is the theme of Sustainable Development Goal 4 (SDG 4) of the United Nations 2030 Agenda for SustainableDevelopment. SDG 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.It is believed that the SDG 4 is able to assist in shaping significant changes in society, which may relate to public policies related tobooks and reading promotion. Thus, the study aimed at presenting trends on quality education to be incorporated into these publicpolicies. The methodology is based on the exploratory and qualitative-quantitative research approaches. Data was collected andanalyzed by applying the content analysis research method, which resulted in real and potential tendencies for quality educationboth divided into thematic and practical ones. e study concludes that public policies related to books and reading promotionmay have broad and complex roles in society further related to sustainability, equality, and humanity.

This text discusses elements and characteristics of contemporary informational reality, that is, the ways of producing, circulating,organizing, using and appropriating information, in the current context. Initially, there is a problematization of seven terms andconcepts used to describe this reality: fake news, false testimonial, hate speech, scientific denialism, disinformation, infodemia andpost-truth. Next, we seek to present a framework for such phenomena as an object of study of information science. For that, thisscenario is characterized from the three main models of study of information science: the physical, the cognitive and the social.e contribution of each of them to the study of contemporary informational reality is analyzed, identifying aspects such as thebubble effect, the clickbaits, the confirmation bias, the cult of amateurism and the culture of the post-truth. Finally, the discussionof a possible veritistic turn in the field is presented, in order to think about elements not considered until now by the informationscience in its task and challenge to produce adequate understandings and diagnoses of the current phenomena. In conclusion, itis argued that only accurate and comprehensive diagnoses of such phenomena will allow information science to develop servicesand systems capable of combating their harmful effects.

In the 20th century, the approach of Library Science and Documentation Science with the introduction of information science created a scenario, in which despite professionals’ high use of these Sciences they did not clearly comprehend concepts and practices. This article presents mediation as one of those concepts present when practice is a part of a discipline and theoretical discussion is another part; that is library science and documentation, respectively. This article discusses mediation including its different conceptions in information science, and ponders on the main ideas of the zone and of the recent production of this concept via Delphi methodology to verify if there is a consensus among researchers in the field. These researchers have had jobs at the (NISE) national information science research event (In Spanish, Encuentro Nacional de Investigación en Ciencias de la Información -ENANCIB) in the last 3 years. This work presents mediation as a concept of information science based on different fields of knowledge where there is a professional interferes; and therefore, there is no access to information.

Discusses the historical complexity of the library. Presents as a problem the following question: how has the temporality library from a dialogue with concepts of history? The objective of this work is to discuss the concepts of multitemporal library and its relationships within different concepts and perceptions of history, as Paul Veyne, Edgar Morin and Eric Hobsbawm. In terms of methodology, the study represents a literature review, seeking to establish a dialogue between the fields of knowledge, especially the library and the history and literature of the above areas of national and global nature. We conclude that the library is because multitemporal settles in various historical contexts of narrative as well as dialogue from this design and integrated between times past, present and future. We believe, finally, that the library is multitemporal because their historical transformations are plural and consolidated from various dialogues and integrations.

This study presents the case method as a teaching methodology in Librarianship, from the origin of the case method to its application. The goal is to explain how the case method can be applied on building management skills in professional librarians. It describes the main actors of the process: student, teacher and author of cases and inherent features in their statutes. Presents a typology of cases and their application. Addresses the scenario of the method in Brazil. Describes how is its application, and the positive consequences for teaching the subject, through the development of skills and abilities. Reveals the importance of the method in the education of future librarians, developing skills that the new dynamic context of the information society now requires. Through literature review on the topic, it brings theoretical constructs and analyzes actual cases in librarianship selected through a survey of cases in the literature and in online databases cases. Concludes that the case method can eventually be used in the university as a coherent and effective solution vis-à-vis the dynamic and updated profile requested by the job market nowadays.

In the information society, the profession of librarian plays an important role: that of disseminator. As such it is responsible for the dissemination of information to its user community. This procedure is closely connected to the Service Reference. Although fundamental act with technical due diligence on this service, understand how this professional Disseminator Information can not account for the extension of its activities. This caveat seeks to reaffirm the librarian as Mediator Information, as such, it is proactive professional, ie, it produces informative community spaces which assists. Firmed this concept, we aim discuss points that show the librarian as mediator agent information, able to develop educational and cultural incentive activities in order to meet the guidelines proposed by the educational guidelines. This will be done through literature that serve as support to develop the concept that the librarian is also a professional in the field of Education.