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Introduction: This paper proposes a discussion on the relationship between critical information literacy, information mediation, and critical pedagogy regarding the social role of the librarian in the face of the unreliability of information on the network, facilitated by the, albeit uneven, use of social networks and instant messaging applications. Method: It presents a qualitative approach; the study was conducted through a literature review in the Base de Dados em Ciência da Informação (BRAPCI). Results: It presents discussions, reflections, and theoretical approaches regarding critical information literacy and information mediation, drawing inferences from the studies of Paulo Freire’s critical pedagogy along with the complex thinking of Edgar Morin. Conclusion: Interference emerges as a common point of action, highlighting the non-neutrality of information. It is hoped that this analysis can provide support to information professionals, especially librarians, for a reflective practice regarding the power structures that underpin the production and dissemination of information. [ABSTRACT FROM AUTHOR]

In the contemporary higher education landscape, the fusion of information literacy education and seamless integration of digital resources is imperative for fostering students' academic success amidst a surge in information flow and technological progression. Educational institutions, including the San Pedro College of Business Administration (SPCBA) in the Philippines, strive to synchronize with the evolving demands of the 21st century by prioritizing the roles of information literacy instruction and digital resource integration in shaping students' academic trajectories. This study aimed to elucidate the intricate relationship between information literacy instruction, digital resource integration, and academic success at SPCBA. Data collected from 180 college students through survey questionnaires revealed a high level effectiveness of information literacy, robust digital resource integration, and significant academic success. Correlation analyses uncovered moderate associations between information literacy instruction and digital resource integration, as well as between information literacy instruction and academic success. Additionally, digital resource integration exhibited a significant correlation with academic success. Regression analysis further highlighted that information literacy instruction significantly predicts academic success, especially when combined with digital resource integration. In light of these findings, recommendations were proposed to enhance information literacy programs, integrate digital resources into curricula, foster collaboration between faculty and librarians, and conduct regular assessments for improvement. This study contributes to the literature on information literacy, digital resource integration, and academic success, providing insights for optimizing student learning outcomes in the digital age. Further research is encouraged to explore the nuanced dynamics of this relationship and develop targeted interventions for educational enhancement.

This article seeks to trace the convergences between the subareas/disciplines of user studies, mediation of information and information literacy aimed at the contexts of social vulnerability, seeking to present more holistic views that contribute to the discussions of the area and for the development of social, digital and cultural protagonism of unfortunate groups. In this sense, the methodological procedures were established through the ends as a qualitative, exploratory and descriptive research, seeking to discuss the theoretical-conceptual assumptions and the possible dialogues among the themes brought. Also, the study is classified as bibliographic, since it used reading, analysis and interpretation of concepts and theories about the themes brought up, seeking to present such assumptions and dialogues around the bias of the social perspective of Information Science. As a result of the discussion, it is understood that user studies, mediation of information and information literacy can be considered interference actions, as they are concerned with the understanding and training of critical and reflective citizens in the face of socio-informational realities. The set of these actions consolidates an investigative posture of both the one who teaches as well the apprentice, as it allows empowerment and emancipation in the tangle of available information.

Introduction: The increase in the search for training at a higher level in the distance modality reflects the social demand for learning mediated by technologies, corroborating for the creation of digital documents, open educational resources, teaching methodologies appropriate to the virtual environment, increasing the possibility of access to graduation in different knowledge domains. Objective: In this context, this work has the objective of analyzing the levels of information literacy, according to the concepts of the Framework for Information Literacy for Higher Education, of the Association of College & Research Libraries, two students of the Library Science course in the distance modality, and His research skills in the digital context. Methodology: It is a case study, with a qualitative-quantitative approach. The universe corresponds to the 173 students enrolled in the four poles of the course in Bahia (Santo Amaro, Juazeiro, Vitória da Conquista and Ilhéus), and they count as an academic institution or Institute of Information Science, of the Federal University of Bahia. Results: The results suggest that academic and professional studies are the main motivation for the research carried out in a virtual environment. The competence for critical evaluation of the information is evident, above all, in the area of the quality of the information. Conclusion: For the development of information skills, in relation to the evaluation of information sources, a pedagogical project of the course oriented to critical training in information, and to the continuous training of higher-level students, should be considered. [ABSTRACT FROM AUTHOR]

Este estudio tiene como objetivo verificar la hipótesis de que la asignatura en Alfabetización Informacional es clave en el desarrollo profesional de los estudiantes. Los autores revisan los obstáculos, los intereses y las metas del alumnado después de completar un curso sobre Alfabetización Informacional. Se llevó a cabo una investigación cuantitativa en línea basada en encuestas en la Universidad Transilvania de Brasov. La literatura fue revisada mediante métodos cienciométricos con el fin de analizar los artículos más relevantes y citados publicados en Web of Science. También fue utilizado el método de análisis de emociones para observar los sentimientos de los alumnos. Los estudiantes de la Generación Z, llamados ‘nativos digitales’ hoy en día, tienen notables habilidades digitales y utilizan fuentes de información principalmente de ese entorno. Por lo tanto, esta asignatura universitaria debe estar al día con la mentalidad y el comportamiento informativo de las nuevas generaciones. La hipótesis quedó así confirmada; el cuerpo estudiantil necesita esta materia porque temas como los derechos de autor, estrategias de búsqueda y bases de datos son de su interés. Asimismo, tales habilidades de búsqueda informacional son importantes para el desarrollo profesional. La investigación presenta un método original de análisis y revisión de la literatura que puede aplicarse en otras áreas de interés.

This research aimed to investigate methodological possibilities for teaching Mathematics, in High School, based on the triad Informationl Literacy, Mathematical Literacy and Problem-Solving methodology. To this end, it was carried out bibliographic and field research, with predominantly qualitative results. The suggested methodological proposal was validated with 2nd year high school classes of a public school in Alexânia (GO). In the proposed approach, the teacher acted as a mediator of the teaching and learning process, and it was noticed that the research practice in the classroom served as a foundation for the construction of new concepts. The proposed problems were starting points, that is, introductory to the contents covered in the didactic sequences and did not aim at fixing or finalizing a content. We emphasize that Information Literacy directly influences the achievement of Mathematical Literacy, which is about giving students subsidies to understand mathematics in the modern world.

In times of misinformation and fake news, media and information literacy has become a necessity for the establishment of democratic societies and guarantees of rights. In this sense, in order to meet the guidelines proposed by the United Nations, the National Common Curricular Base (BNCC) includes, in the Portuguese language component, the journalistic-media field of activity. The BNCC is a normative document that deals with learning at a national level. It presents skills and abilities that must be developed by students throughout Basic Education. Aiming to guarantee freedom of expression, the right to information and encouragement of citizenship, the document positions itself as a contributory element for the alignment of policies and actions that ensure integral human formation and the construction of a fair, democratic and inclusive society. Therefore, in this article, we seek to determine whether the normative nature of the document, proposed by the Interfederative Pact, provides for a systematic national policy for the implementation of media and information literacy that ensures equality and equity in access to school and learning. The results point to the majority of Brazilian schools that, in 2023, still do not have basic infrastructure to implement the LMI. Therefore, it was found that the right to information and the full exercise of citizenship are not guaranteed systematically in the BNCC, leading us to reflect on the interests that involved the process of creating and approving the document. [ABSTRACT FROM AUTHOR]

Este artículo analiza la producción científica sobre ALFIN (2001-2020) en las áreas de Bibliotecología y Ciencias de la Información. A partir de Latindex, se identificaron todas las revistas de ByCI. Luego se verificó, si dichas revistas, estaban contenidas en las siguientes bases de datos: Web of Science (Core Collection y Scielo Citation Index), Scopus, Lens y Dimensions. Para la recuperación de registros sobre ALFIN y realizar el análisis bibliométrico, se eligió la base de datos Lens, por tener la mayor cobertura de revistas de ByCI en Latindex. Se evaluaron la tendencia y el crecimiento de la producción científica según autores y año de publicación; se analizó la productividad de los autores mediante la Ley de Lotka y la dispersión de la literatura según la Ley de Bradford. Se determinó el grado, índice y coeficiente de colaboración y se identificaron las redes de colaboración según autores. Los resultados muestran que la producción científica sobre ALFIN en Latinoamérica, alcanzó un pico entre los años 2017 y 2018, presentando un decrecimiento a partir del año 2019. Asimismo, se observó que la producción, colaboración entre autores y la cantidad de revistas es predominantemente brasileña. = This article analyzes the scientific production on ALFIN (2001-2020) in the areas of Library and Information Science. All BIC journals were identified from Latindex. Then it was verified whether these journals were contained in the following databases: Web of Science (Core Collection and Scielo Citation Index), Scopus, Lens and Dimensions. The Lens database was chosen for retrieving records on ALFIN and performing the bibliometric analysis, as it has the highest coverage of BIC journals in Latindex. The trend and growth of scientific production were evaluated according to authors and year of publication; the productivity of authors was analyzed using Lotka’s Law and the dispersion of the literature according to Bradford’s Law. The degree, index, and coefficient of collaboration were determined and collaboration networks were identified according to authors. The results show that scientific production on ALFIN in Latin America, reached a peak between 2017 and 2018, presenting a decrease from 2019 onwards. It was also observed that the production, collaboration among authors, and the quantity of journals is predominantly Brazilian.

The article presents the structuring and application of the Information Literacy Training Program for librarians of the Integrated System of Libraries of the Federal University of São Carlos, Brazil. The objective of the study was to analyze how the transversal steps of planning and mapping of information literacy at the institutional and educational levels were decisive for the design of training strategies. The Program consists of an action front focused on the professional improvement of the SIBi team and the other front focused on the development of events, activities and the creation of materials aimed at meeting the demands of the academic community. The research has a qualitative approach with a descriptive-exploratory nature. We use participant observation and the questionnaire to understand, holistically and in an integrated way, the object in focus. At first, the alignment of the program's activities with the Santos framework (2020) was reported, whose result of this intersectoriality culminated in the 1st CoInfo Training Cycle of the team's librarians. In a second moment, the entire Program was described based on the principles of the Action Plan of the International Federation of Library Associations and Institutions (2007), in which it was found that all the activities proposed in the Program corroborate the rise of transversal competences, a tendency advocated in the report International Federation of Library Associations and Institutions (2021). It is evident that institutional support is a differential, since the objectives of the program must be in line with those of the library so that librarians are sensitized about their participation and contribution to improving service to the community. It is hoped that the reported experience can serve as a guide for librarians to align, together with their institution's management and policy instances, training and updating actions for their knowledge on information literacy. [ABSTRACT FROM AUTHOR]

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The article presents the concept of Media and Information Literacy, having as reference the functions of the use of media and technologies, understood as possibilities in the construction of knowledge. It presents the socioeconomic context, market trends and public policies, as important factors to present the new media and their use in school environments, as well as their consequences in the teaching-learning relationship and in the training of teachers. An exploratory study was carried out in order to know the impressions of the participants on the use of educational platforms and digital games in learning environments. We infer that the subjects involved in the research showed a positive attitude towards the use of technological resources in the classroom and that they understand the need to adapt to the resources used, although there are limitations in their use due to the lack of infrastructure, but that the difficulties need to be overcome.

masiva y sistemática de desinformación en los medios sociales representa una amenaza importante para los sistemas democráticos, especialmente en sociedades interconectadas donde el flujo instantáneo y constante de datos impregna todas las esferas de la vida pública y privada. Frente a este preocupante fenómeno, se han intensificado los esfuerzos de diferentes organismos nacionales e internacionales cuyo plan de acción prioritario ha consistido en impulsar la formación de sus ciudadanos. Sin embargo, las estrategias maliciosas centradas en la desinformación y en narrativas basadas en trastornos de la información favorecen dinámicas de propagación mucho más virulentas e intensivas que las generadas por programas estatales de alfabetización informacional. En este sentido, diversas investigaciones han puesto en evidencia las carencias formativas de los usuarios ante el fenómeno de nuestro estudio: los relatos políticos exigen Un nivel de alfabetización alto con constantes actualizaciones y continuos cambios. Estos discursos, indescifrables para un sector de la población, quedan difuminados en medio de otro tipo de información (de cuestionable veracidad, procedencia e intencionalidad) mucho más accesible, propagada por las redes sociales. Abstract: The deliberate, massive and systematic spread of disinformation on social media represents a major threat to democratic systems, especially in interconnected societies where the instantaneous and constant flow of data permeates all spheres of public and private life. Faced with this worrying phenomenon, efforts have been intensified by different national and international organizations whose priority action plan has been to promote the training of their citizens. However, malicious strategies focused on disinformation and narratives based on information disorders favor propagation dynamics that are much more virulent and intensive than those generated by state information literacy programs. In this sense, various investigations have highlighted the training deficiencies of users in the face of the phenomenon of our study: political narratives require a high level of literacy with constant updates and continuous changes. These speeches, indecipherable for a sector of the population, are blurred in the midst of other types of information (of questionable veracity, origin and intentionality) much more accessible, propagated by social networks.

The production of data, as well as its availability on digital platforms in open formats, is a movement known as Open Data, which has gained momentum in recent years and refers to data from various domains, with particular emphasis on those arising from governmental activities and those produced in research. Authors have alerted to the problem of lack of skills among users and the general public for effective use of open data. Seeking to understand what the literature says about Information Literacy in practices involving open data, a systematic literature review was conducted, covering interdisciplinary perspectives, utilizing the Web of Science database for data collection. Two main research trends were identified: one investigating open data as a pedagogical element in educational research; and the other discussing the skills associated with practices involving Open Data. This work presents an analysis of articles comprising the second group. Since the description of the skills necessary for the use of Open Data is not consolidated in the literature, this study contributes to the understanding of competence in Open Data in various contexts. [ABSTRACT FROM AUTHOR]

Information competence is an essential component of translation competence and the basis for the lifelong learning of Translation and Interpreting trainees. This work describes the author’s updated approach to an information literacy course for Translation and Interpreting undergraduate students implemented at the Universitat Jaume I (Spain), which, due to the health situation generated by the COVID-19 pandemic, had to be taught entirely online. The article gives an account of how metaliteracy has been integrated as a guiding thread to encourage reflection and critical thinking throughout the course and awareness of its importance. The students’ feedback and the assessment results demonstrate that learning has been significant. Hopefully, the perspective, curricular proposal and experience analyzed here could be transferable to other discipline-based information literacy training programs.

This article approaches information literacy as a social innovation factor, by analyzing the correlation between both theoretical matrices. Social innovation aims at social transformation through changes in social practices, with a consequent change in power relations, since knowledge itself can be considered a social innovation. Information literacy, the basis for lifelong learning, involves the understanding, creation and critical use of information in the most varied contexts. By means of a narrative literature review, the objective is to outline the alignment of the themes social innovation and information literacy, analyzing how primary studies carried out on information literacy can be correlated to social innovation in a perspective of social transformation. The studies were divided into social, work and educational contexts and were grouped into categories. The results demonstrate how information literacy in its transformative perspective of social innovation should be considered as a broad public policy, aiming at social inclusion in all aspects of contemporary society. Studies also point to a wide range of contexts in which information literacy can be developed in order to benefit the development of public policies and social innovation programs. [ABSTRACT FROM AUTHOR]

The aim of this work is to present Guidelines for the development of Information Competence for people with Cystic Fibrosis. It consists of social research, with a qualitative approach and an epistemological perspective based on phenomenology. It is also characterized as a bibliographical, documentary, and exploratory study. The data was collected from the UFSC University Library, the Scielo Brasil portal, the Capes Portal, the Ebsco and Web Of Science databases and, in national Library and Information Science journals, the search terms were: "Information Literacy", "Cystic Fibrosis". Semi-structured interviews were conducted via the "Google Meet" platform with people with Cystic Fibrosis, over 18 years of age, living in the state of Santa Catarina. The Collective Subject Discourse tool was used to analyze the data. The results show the Guidelines for Developing Information Competence, which are organized into four components: Access; Evaluation; Use, and Communication of Information. [ABSTRACT FROM AUTHOR]

Introduction: Managers need to be information literate to take effective decisions. Method: This study aims to analyze the situation of information literacy in small business organized as clusters and develop a case study about the electronic industrial cluster in the city of Garça, Sao Paulo State. A literature review supported the elaboration of a theoretical Information literacy; documentary research to characterise the historical research universe; a case study, covering a set of eleven (11) small companies in the electronics sector. Results: The managers value information, knowledge and lifelong learning. However, they do not understand that information literacy influences competitive advantage. The results demonstrate that information literacy is an influential factor in the business competitiveness of these organizations and therefore effectively contributes to the survival of companies in the market. Information literacy contributes directly to small businesses’ growth organized as a cluster. Conclusions: They rely on a group, evaluate information to create innovation through creativity.

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Copyright of Perspectivas em Ciência da Informaçao is the property of Nova Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ciência da Informação is the property of Instituto Brasileiro de Informacao em Ciencia e Tecnologia (IBICT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In an era where information is made available essentially on digital media, where reading occurs mainly on virtual platforms and where readers and writers are globally connected, this article evokes the concept of information literacy. For that, the concepts of initial reading instruction and literacy, proposed by Lemos (2002), Pinto (2008) and Soares (2010), are presented. Subsequently, the phenomenon of informational disorder is contextualized, which leads to a state of semiotic infodemic. The phenomenon is illustrated by the presentation of news related to the emergence, in Brazil, of the new coronavirus, which caused Covid-19, in March 2020. The text points to the need to promote initiatives for skills development that contribute to the consolidation of information literacy practices, aimed especially at teachers and students. [ABSTRACT FROM AUTHOR]

Objetive. The main objective is to analyze the application of information literacy in the teaching and learning of higher education according to the blended modality, based on the review of specialized literature in the Web of Science and Scopus bibliometric databases. Method. 18 documents were reviewed as a result of the application of a methodology that included the definition of search terms and variables, exclusion criteria, standardization and elaboration of research questions. The categories to be analyzed were organized according to the specific objectives and are the following: models and standards, teaching and learning modalities, technological environments and disciplines, without any geographical or temporal restrictions. Results. The results show that most of the models and standards used are typical of information literacy, especially those established by the Association of College and Research Libraries (2000 and 2015); while only three are general and include some aspect of information literacy. Also, most documents include research in courses or academic programs, followed by studies on learning management systems. The predominant technological environments are learning management systems and virtual online learning environments. Finally, the disciplines are diverse, among which the information sciences, English, education, and information technology stand out with more research. Conclusions. Blended learning implies a challenge for the application of information literacy in higher education, especially in terms of the instructional designs of courses or academic programs, the pedagogical models that support them and the appropriate technological environments.

Copyright of Comunicação Pública is the property of Escola Superior de Comunicacao Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ciência da Informação is the property of Instituto Brasileiro de Informacao em Ciencia e Tecnologia (IBICT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspectivas em Ciência da Informaçao is the property of Nova Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Ibero-Americana de Ciência da Informação is the property of Revista Ibero-Americana de Ciencia da Informacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Information literacy has gained relevance for being a fundamental pillar for lifelong learning, since it develops an understanding of the form, processes and cycle of production and critical use of different types of information. Information literacy is a meta-competence capable of helping the individual to deal with specific informational needs of each context and, because information literacy is essential for full human development, it can be considered as social innovation that aims at social transformation by means of changes in social practices. This article is a literature review that attempted to elucidate how Engeström's Activity Theory is a potential theory to represent the underlying process of learning transfer that occurs in the processes of transformational information literacy in a context of social innovation, contrasting it with the situational perspective of information literacy. In this perspective, learning is not automatically transferable from one context to another, but mediated by practice and limited to the situation, thus innovation can be stymied by the unidirectional learning movement that makes the learner of a practice more experienced. [ABSTRACT FROM AUTHOR]

This article, resulting from the doctoral thesis, has the general objective to discuss the influence of the identification of Learning Styles in the application of Information Literacy activities and as specific objectives: (1) to characterize the profile of the participating subjects; (2) detect the Learning Styles that are determinant in a class; (3) develop and apply Information Literacy activities; (4) compare learning levels; and v) identify the relationship between Learning Styles and Information Literacy learning levels. Information Literacy is a teaching-learning process that aims to develop the subject skills and competencies to deal with information effectively and efficiently, focused on problem-solving and decision-making. Learning Styles collaborate in the development of instructional activities that consider the diversity of modes or preferences of each individual in understanding and assimilating information. The methodology, of a descriptive nature, has a qualitative and quantitative approach, whose investigation method is quasi-experimental. The data collection instruments are the questionnaire, the Learning Styles identification inventory, and the Information Literacy activities. The results indicate that, in the experimental group, the material produced was better classified than that presented by the control group; and indicate that identifying and using the Learning Styles favors the student's performance both in the execution of tasks and in the production of material resulting from teaching-learning. [ABSTRACT FROM AUTHOR]

This study analyzes the main approaches and authors of publications about Information Literacy related to fake news and disinformation indexed in the databases Base de Dados Referenciais de Artigos de Periódicos em Ciência da Informação, Biblioteca Digital Brasileira de Teses e Dissertações and Catálogo de Teses e Dissertações CAPES until 2021. The corpus of analysis consisted of 32 items. The study demonstrates a growing trend in the number of publications from 2018 onwards. As for the content, the publications were grouped into seven categories and the category with the largest number of studies includes papers about information and health in the context of fake news and disinformation related to information literacy. It was shown that the complexity regarding the different approaches to information literacy related to the equally complex phenomenon of disinformation and fake news reveals that it is an emerging study theme in the area, guaranteed through theoretical studies and applied to different groups, to mitigate the effects of fake news and disinformation. [ABSTRACT FROM AUTHOR]

Information literacy, being multifaceted, can be observed through four dimensions: technical, aesthetic, ethical and political. Objective: Relate educational practices of librarians to the dimensions of information competence. Methodology: The research is non-exhaustive, descriptive bibliographic, with a qualitative approach. Results: Four experience reports were presented with actions promoting information literacy, which were correlated to the technical, aesthetic, ethical and political dimensions. Final considerations: It is observed that the actions correspond to the four dimensions, some with more explicit activities in one dimension than in others, as they are complementary and act together in a whole, which is information competence. The role of the librarian as a multiplier of information literacy is highlighted by promoting a welcoming environment in the library space, of belonging and that encourages learning to learn. [ABSTRACT FROM AUTHOR]

It aims to point out a theoretical structure of an Information Literacy Development Program aimed at the LGBTI+ population, in addition to bringing concepts of the characteristics of this meta-competence. It refers to a literature review, pointing out the concepts of attitudes, behaviors, skills, values and knowledge. This research is characterized as bibliographical, documental and descriptive, with a qualitative approach. In addition, it considers the topics addressed in the research, among which the main Information Literacy and its components, the Information Literacy Development Program and the LGBTI+ population stand out. In this sense, the implementation of this article in structuring a program for the development of Information Literacy for the LGBTI+ population with a focus on attitudes, behaviors, skills, values and knowledge will occur theoretically. It is understood the importance and need to work towards combating the social vulnerabilities of minority groups, such as the LGBTI+ population, from the perspective of Information Literacy. [ABSTRACT FROM AUTHOR]

It aims to discuss the concept of Information Literacy in Vocational Education and Training, to reflect on the educational role of Information Literacy multipliers and to point to the possibility of training multipliers based on a model of Information Literacy in Vocational Education and Training. The presente article is a literature review, whose selected authors offered theoretical arguments to achieve the proposed objectives. Conceptualizes Information Literacy in Vocational Education and Training and Multipliers of Information Literacy. It presents the Information Literacy in Vocational Education and Training Model by Silva (2021) and discusses the possibility of its use in the training of multipliers. It ends by pointing to the fact that the process of continuing education makes it easier for information professionals to implement Information Literacy actions while at the same time understand and apprehend the history, philosophy and dynamics of Vocational Education. [ABSTRACT FROM AUTHOR]

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Copyright of Perspectivas em Ciência da Informaçao is the property of Nova Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspectivas em Ciência da Informaçao is the property of Nova Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspectivas em Ciência da Informaçao is the property of Nova Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspectivas em Ciência da Informaçao is the property of Nova Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspectivas em Ciência da Informaçao is the property of Nova Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspectivas em Ciência da Informaçao is the property of Nova Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspectivas em Ciência da Informaçao is the property of Nova Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspectivas em Ciência da Informaçao is the property of Nova Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the literature review article “Information literacy in blended learning in higher education" by Andre Armel Maguiña Ballón, with DOI number 10.5195/biblios.2020.859, published in the journal Biblios, number 79, 2020; p. 43-62; on page 46 the author's name is misspelled in Table 2. Where it reads: Next to where it says Big 6 Skills Model was a blank space. Should read: Next to where it says Big 6 Skills Model is Chaiyama (2013). The online version has been corrected.

Objective: Discusses relational aspects between social vulnerability, information literacy and homeless people, presenting public policies as a way to promote access and use of information for this group of people. Method: It is characterized as a descriptive, exploratory and bibliographical research whose survey took place in interdisciplinary databases at national and international levels. Results: Homeless people fall into vulnerable groups because, in addition to facing basic difficulties with housing, hygiene, health and food, they are also excluded from social benefits, due to obstacles and barriers to access and use of information systems in general. Because they are people made invisible by public authorities and suffer prejudice due to their condition, they are oppressed, cannot access public policies and are treated like waste by society. Hence the importance of thinking about public policies and actions aimed at developing information literacy to minimize the social vulnerability of this group. Conclusions: It is concluded that the lack of access and use of information makes people fragile and dependent on the system, on the other hand, developing information literacy contributes to minimizing the losses and risks that homeless people are exposed to. Improving skills, knowledge, values, behaviors and attitudes regarding the use of information will optimize people's ability to respond to their demands so that they can escape this situation of social and informational vulnerability by becoming active and autonomous subjects to have access to rights as citizens guaranteed by the Federal Constitution. [ABSTRACT FROM AUTHOR]

The appreciation of information and knowledge in contemporary society has brought about changes in the world of work and education, with new paradigms resulting from globalization. In an increasingly competitive environment, organizations are looking for professionals with skills developed beyond those necessary for their specific activities, which combine knowledge and skills acquired in their general training, professional training and experiences. In this sense, Information Literacy must be part of all educational levels, including Professional Education, an educational modality that aims at training workers. This article aims to discuss information literacy from the perspective of professional and technological education. This is exploratory research, with a qualitative approach, which uses bibliographical and documental research as data collection instruments. When considering that the qualification of workers is not always enough for them to be able to deliver the results expected by organizations, we wave with this article, the possibility for teachers, especially those of professional and technological education, to include in their pedagogical practices activities based on the development of information literacy to drive significant changes in the training of its students. [ABSTRACT FROM AUTHOR]

The development of Information Literacy programs in university libraries is a need and a challenge for librarians, since such competencies are essential to the teaching and learning process. This article aims to identify the actions or programs of Information Literacy in the scope of Brazilian university libraries and the basic elements for their development. As for the objective, this work is characterized as exploratory research with a qualitative approach, as to the procedures, it is bibliographic research that has as delimitation the last ten years (2012 - 2022). Eleven publications were identified that address elements for the implementation of these programs, and only three of them mention the use of guiding parameters. It appears that there are still few formally structured programs or actions, and it is desirable that information and education professionals unite in order to plan well-structured and articulated information literacy programs in Brazilian university libraries. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ibero-Americana de Ciência da Informação is the property of Revista Ibero-Americana de Ciencia da Informacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspectivas em Ciência da Informaçao is the property of Nova Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)