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Cilj rada je prikazati ulogu pismenosti iz privatnosti kao relativno novog koncepta u prevladavanju digitalnog jaza, povezati prevladavanje digitalnog jaza s ulogom knjižnica u postizanju više razine kritičke informacijske pismenosti, te smjestiti digitalnu uključenost i pismenost iz privatnosti u širi teorijski okvir. U tu svrhu u radu se istražuju ishodišni pojmovi društvene isključenosti i društvene uključenosti, digitalne podjele i digitalne uključenosti. Zatim, razmatra se uloga kritičke informacijske pismenosti u informacijskom društvu i tzv. “društvu platformi” te se naznačuje uloga knjižnica u opismenjavanju iz područja privatnosti s ciljem smanjenja digitalnog jaza i povećanja digitalne uključenosti. Digitalni jaz jedna je od najvećih prepreka društvu znanja, a isključenost iz informacijskog društva predstavlja problem svjetskih razmjera. U radu se objasnilo kako su knjižnice prikladna mjesta za borbu protiv društvene izoliranosti te imaju važnu ulogu u jačanju društvene kohezije. Također se prikazalo kako su ljudi s nižim razinama obrazovanja, kao i oni s nižim primanjima, više izloženi riziku digitalne isključenosti, a pomoć u izlazu iz takvog problema može se naći u opismenjavanju iz područja privatnosti. = The aim of this paper is to present the role of privacy literacy as a relatively new concept in bridging the digital divide, to link the bridging of the digital divide with the role of libraries in achieving a higher level of critical information literacy, and to place digital inclusion and privacy literacy in a broader theoretical framework. For this purpose, the paper researches the basic concepts of social exclusion and social inclusion, digital divide and digital inclusion. Furthermore, the role of critical information literacy in the information society and the so-called platform society is taken into consideration; and the role of libraries in privacy literacy is indicated, with the aim of reducing the digital divide and increasing digital inclusion. The digital divide is one of the biggest obstacles to the knowledge society, and exclusion from the information society is a global problem. The paper explains that libraries are suitable places to combat social isolation and that they play an important role in strengthening social cohesion. It has also been shown that people with lower levels of education, as well as those with lower incomes, are more at risk of digital exclusion, while help in getting out of such a problem can be found in privacy literacy.

Cilj. Ciljevi istraživanja bili su istražiti aktivističko-emancipacijski potencijal informacijske pismenosti u kontekstu radničkih prava te istražiti obrasce, razine i razlike u informacijskom ponašanju i samoprocjeni informiranosti o radničkim pravima s obzirom na članstvo u sindikatu i spremnost na aktivno zalaganje za zaštitu i unaprjeđenje radničkih prava. Pristup/metodologija/dizajn. Istraživanje je koncipirano na sjecištu kritičke informacijske pismenosti (engl. critical information literacy) i informacijske pismenosti na radnome mjestu (engl. workplace information literacy) te provedeno kvantitativnom metodologijom, metodom ankete na nacionalno reprezentativnom uzorku za zaposlene u RH (N = 500). Korišten je instrument online upitnika od 50 pitanja primarno zatvorenog tipa. Rezultati. Radnici koji bolje samoprocjenjuju svoju informiranost o radničkim pravima u većoj mjeri navode kako im prava nisu bila povrijeđena, a spremniji su i založiti se za njihovu zaštitu i unaprjeđenje. Članstvo u sindikatu dokazano je kao značajan prediktor bolje samoprocjene informiranosti o radničkim pravima. Nečlanovi sindikata bolje samoprocjenjuju svoje informacijske kompetencije. Radnici podjednako samostalno traže i dobivaju informacije o radničkim pravima; najčešći izvori traženja i provjeravanja informacija jesu formalni i neformalni internetski izvori. Informacije o radničkim pravima aktivno traže uglavnom u slučaju povreda tih prava. Glavni su problemi u informiranju česte izmjene propisa, percepcija nedobivanja potpunih i istinitih informacija i svjesnog uskraćivanja informacija, a češće ih percipiraju nečlanovi sindikata. Ograničenja. Instrument online upitnika korišten u anketi isključio je informatički nepismene ispitanike i one bez pristupa internetu, što je utjecalo na ostvarivanje nacionalno reprezentativnog uzorka. Korištene ljestvice samoprocjene nisu pouzdan pokazatelj objektivne informiranosti ispitanika. Praktična primjena. Rezultati mogu biti indikativni u osmišljavanju javnopolitičkih mjera, uključujući programe informacijskog opismenjavanja s ciljem poboljšanja informacijske pismenosti radnika i unaprjeđenja njihovih radničkih prava i u redefiniranju uloga aktera tržišta rada. Originalnost/vrijednost. U literaturi nisu poznata istraživanja informacijske pismenosti u odnosu na radnička prava, te istraživanje doprinosi izgradnji znanja u kontekstu navedene teme i naznačuje nove pravce istraživanja informacijske pismenosti i teorijskih okvira kritičke informacijske pismenosti i informacijske pismenosti na radnome mjestu. Rad je nastao na temelju diplomskog rada studentice Dijane Šobota, napisanog pod naslovom Informacijska pismenost u kontekstu radničkih prava: teorijsko-istraživački pristup pod mentorskim vodstvom Sonje Špiranec. Rad je obranjen na Sveučilištu u Zagrebu 2021. godine. Objective. The aim of the research was to examine the activist and emancipatory potential of information literacy in the context of workers’ rights, to examine patterns, levels and differences in self-assessed level of information about workers’ rights and information behaviour depending on trade union membership, and the readiness to fight actively for the protection and improvement of workers’ rights. Approach/methodology/design. The research, conceived at the intersection of critical information literacy and workplace information literacy, was carried out using quantitative methodology and survey method, on a nationally representative sample of employed persons in the Republic of Croatia with N= 500 respondents. An online questionnaire consisting of 50 primarily closed questions was used as a research instrument. Results. The workers who better self-assess their being informed of labor rights more frequently state their workers’ rights have not been violated, and they are more willing to struggle for their protection and improvement. Trade union membership has been proven to be a significant predictor of a better self-assessment of being informed about workers’ rights. The non-members better self-assess their information competencies. All workers equally independently seek and receive information; the most frequent sources of seeking and cross-checking information are formal and informal internet sources. The workers actively seek information on their workers’ rights when they suspect their rights have been violated. The main problems in being informed are frequent changes of laws and regulations, a perception of not receiving complete and true information, and a perception of the conscious withholding of information. These problems are more frequently perceived by non-union members. Research limitations. The method of survey and the instrument of online questionnaire excluded the computer illiterate respondents and those with no Internet access, which affected achieving the nationally representative sample. The self-assessment scales are an unreliable indicator of the respondents’ objective level of being informed. Practical implications: The findings can be indicative for conceptualizing public policy measures including information literacy instruction programmes aimed at improving the information literacy of workers and their workers’ rights and redefining the roles of labour market actors. Originality/ value. There are no known research studies of information literacy in relation to workers’ rights in literature; therefore, this research contributes to building knowledge in the context of the topic and indicates new research avenues for information literacy and theoretical frameworks of critical information literacy and workplace information literacy.

Based on the literature on Competence in Information (Coinfo) and Critical Information Literacy (CCI), the article aims, through an exploratory research, qualitative approach and bibliographic procedure based on academic productions and books, to outline the main concepts of these two themes to analyze them comparatively. In this sense, by representing these concepts and their interrelationships through the elaboration of concept maps (using the CmapTools software), it was possible to identify differences, intersections and possible complementarities between these themes. A partir de uma revisão de literatura sobre Competência em Informação (Coinfo) e Competência Crítica em Informação (CCI), esta pesquisa exploratória, de abordagem qualitativa e procedimento bibliográfico buscou delinear os principais conceitos destas temáticas para compreendê-las. Neste intuito, representando as interrelações destes conceitos mediante mapas conceituais (utilizando o software CmapTools), foi possível identificar as aproximações e distinções entre elas.

Suočeni smo s mnogim izazovima i problemima koje nam donosi današnjica. Ekonomske, socijalne i političke krize kao i sveprisutne klimatske promjene, nadilaze granice država te postaju globalan problem, a čovjekovo iskorištavanje prirodnih resursa, utjecaj na okoliš i zagađenje već je prešlo granicu obnovljivosti. Svijet se nalazi u opasnosti i potrebna je promjena dosadašnjih štetnih i neodrživih obrazaca ponašanja i djelovanja. Tema ovog rada je zelena informacijska pismenost i njezine kritičke dimenzije. Tematizira se pojam informacijske i zelene pismenosti, njihova povezanost sa zelenim knjižnicama i zašto je u današnje vrijeme i više nego potrebno zeleno opismenjavanje. Naglašena je uloga knjižničara i informacijskih stručnjaka u pružanju pristupa informacijskim sadržajima i uslugama koje podupiru održivi razvoj. Kritičko mišljenje promatra se kao imperativ suvremenog doba i svojevrsni temelj za promjene. Ukazuje se na važnost obrazovanja za održivost te održivo i učinkovito korištenje energije i prirodnih resursa, koje može dovesti do pozitivnih promjena u društvu i okolišu. We are facing many challenges and problems in today’s world. Economic, social and political crises, as well as ubiquitous climate change, transcend national borders and become a global problem, and human exploitation of natural resources, environmental impact and pollution have already crossed the line of renewal. World is in danger and it requires a change in current harmful and unsustainable behavioral patterns. The topic of this paper is green information literacy and its critical dimensions. Green literacy is nowadays more than necessary so we discuss the concept of information literacy, green literacy and their connection with green libraries. The role of librarians and information professionals in providing access to information content and services that support sustainable advancement is also emphasized. Critical thinking was presented as an imperative of the modern age and a kind of stepping stone for change. It points out the importance of education for sustainability, sustainable and efficient use of energy and natural resources, which can lead to positive changes in society and the environment.

This is a preprint of a chapter accepted for publication by Facet Publishing. This extract has been taken from the author���s original manuscript and has not been edited. The definitive version of this piece may be found in Narrative Expansions: Interpreting Decolonisation in Academic Libraries, Crilly, J. & Everitt, R. (Eds.), 2021, Facet, London and can be purchased from www.facetpubishing.co.uk. The authors agree not to update the preprint or replace it with the published version of the chapter.

Hiperinformação, teorias da conspiração, algoritmos, fake news, fake science, deep fake, pós-verdade, cultura do ódio, são termos que compõem o cenário informacional da atualidade no que concerne à desinformação, enquanto conceito e processo mediador da contemporaneidade. Diante dessa conjuntura, diversas esferas da sociedade são desafiadas a conduzir relações e processos que possam contrapor essa realidade. Destacam-se, nessa missão, escolas, universidades e demais centros educacionais, que possuem um papel preponderante para o desenvolvimento do senso crítico que norteie uma opinião pública balizada pelo compromisso comum com a ética, a liberdade e a racionalidade, capaz de fazer frente à desinformação. Neste sentido, embora confrontados com uma realidade de desvalorização profissional, baixos salários e defasagem quanto à oferta de aperfeiçoamentos, os professores cumprem uma função importante ao atuar como mediadores entre o conhecimento e as pessoas, possibilitando o fortalecimento da cidadania. A partir dessa realidade, diversas áreas do conhecimento têm apresentado contributos no sentido de entender esse potencial de enfrentamento à conjuntura de desinformação no ambiente escolar e acadêmico com a participação ativa dos docentes. Embora pareçam discutir esse fenômeno a partir de diferentes perspectivas, alguns domínios teóricos podem possuir aproximações conceituais e epistemológicas complementares. Assim, o objetivo deste estudo é dialogar sobre as possibilidades de utilização de um constructo interdominial entre Competência Crítica em Informação (CCI) e a educomunicação no âmbito educacional; e propor uma sequência de atividades educomunicativas na formação de professores., Hyperinformation, conspiracy theories, algorithms, fake news, fake science, deep fake, post-truth, hate culture, are terms that make up the informational scenario of today regarding disinformation, as a concept and mediating process of contemporaneity. Facing this conjuncture, several spheres of society are challenged to conduct relations and processes that can counteract this reality. In this mission, schools, universities and other educational centers stand out, which have a preponderant role in the development of a critical sense that guides a public opinion marked by a common commitment to ethics, freedom and rationality, capable of facing up to disinformation. In this sense, although faced with a reality of professional devaluation, low salaries, and a lag in the supply of training, teachers play an important role by acting as mediators between knowledge and people, enabling the strengthening of citizenship. Based on this reality, several areas of knowledge have presented contributions in order to understand this potential to face the disinformation conjuncture in the school and academic environment with the active participation of teachers. Although they seem to discuss this phenomenon from different perspectives, some theoretical fields may have complementary conceptual and epistemological approaches. So, the aim of this study is to discuss the possibilities of using an interdominial construct between Critical Information Competence (CCI) and Educommunication in the educational field; and to propose a sequence of educommunicative activities in teacher education., Dossier: Alfabetización en información: tendencias, conocimientos y experiencias innovadoras en bibliotecas y otros espacios educativos y culturales., Facultad de Humanidades y Ciencias de la Educación

This paper proposes to discuss the problem of Fake News, its root problem disinformation and the path to resist it, critical information literacy. It initially distinguishes the concepts of fake news and disinformation through the views of authors as Allcott & Gentzkow (2017), Chomsky (2014), Serrano (2010) and Volkoff (1999). Our perspective considers that none of these phenomena are new or recent, and we do not consider the “combat” of fake news to be a simple task, considering that it involves issues related to the limits of freedom of speech and media censorship. Fake News are understood as intentionally and verifiably false articles created to manipulate people and disinformation as a bigger ensemble of techniques to manipulate public opinion for political gain with perverted (but not only false) information. One way to deal with these matters goes through a more complex process: the development of critical information literacy in the society as a whole. This concept is studied from the work of Downey (2016), Elmborg (2012), Freire (1967;1970) and others. Freire’s critical pedagogy helps the self-construction of subjects aware of their position and their social role, and it is a basic key for the formation of autonomous, critical and responsible individuals. Based on that, critical information literacy is a state of vigilance towards information that enables people to understand that information is socially constructed and to use it to produce new information in a creative and contextualized way. It concludes that critical information literacy is a consistent tool of resistance to Fake News as it allows people not only survive the informational flood but mainly to build a more ethical society in the use of information.

Cilj rada je prikazati ulogu pismenosti iz privatnosti kao relativno novog koncepta u prevladavanju digitalnog jaza, povezati prevladavanje digitalnog jaza s ulogom knjižnica u postizanju više razine kritičke informacijske pismenosti, te smjestiti digitalnu uključenost i pismenost iz privatnosti u širi teorijski okvir. U tu svrhu u radu se istražuju ishodišni pojmovi društvene isključenosti i društvene uključenosti, digitalne podjele i digitalne uključenosti. Zatim, razmatra se uloga kritičke informacijske pismenosti u informacijskom društvu i tzv. “društvu platformi” te se naznačuje uloga knjižnica u opismenjavanju iz područja privatnosti s ciljem smanjenja digitalnog jaza i povećanja digitalne uključenosti. Digitalni jaz jedna je od najvećih prepreka društvu znanja, a isključenost iz informacijskog društva predstavlja problem svjetskih razmjera. U radu se objasnilo kako su knjižnice prikladna mjesta za borbu protiv društvene izoliranosti te imaju važnu ulogu u jačanju društvene kohezije. Također se prikazalo kako su ljudi s nižim razinama obrazovanja, kao i oni s nižim primanjima, više izloženi riziku digitalne isključenosti, a pomoć u izlazu iz takvog problema može se naći u opismenjavanju iz područja privatnosti., The aim of this paper is to present the role of privacy literacy as a relatively new concept in bridging the digital divide, to link the bridging of the digital divide with the role of libraries in achieving a higher level of critical information literacy, and to place digital inclusion and privacy literacy in a broader theoretical framework. For this purpose, the paper researches the basic concepts of social exclusion and social inclusion, digital divide and digital inclusion. Furthermore, the role of critical information literacy in the information society and the so-called platform society is taken into consideration; and the role of libraries in privacy literacy is indicated, with the aim of reducing the digital divide and increasing digital inclusion. The digital divide is one of the biggest obstacles to the knowledge society, and exclusion from the information society is a global problem. The paper explains that libraries are suitable places to combat social isolation and that they play an important role in strengthening social cohesion. It has also been shown that people with lower levels of education, as well as those with lower incomes, are more at risk of digital exclusion, while help in getting out of such a problem can be found in privacy literacy.

Informacijska pismenost danas je dobro etablirana, uglavnom u znanstvenom diskursu, a proces konsolidacije pojma i koncepta bio je dugotrajan i zapravo još nije završen. Iako među definicijama postoji više konvergencije nego divergencije, ipak je zamjetan nedostatak konsenzusa o poimanju informacijske pismenosti, što upućuje na složenost fenomena, ali i različite teorijske, pa i ideološke pravce i pristupe. Rad daje pregled razvoja koncepta, definicija, modela i standarda informacijske pismenosti, te razmatra tehnološke, društvene i pedagoške paradigme koje su dovele do pojave informacijske pismenosti, ali i potaknule njen daljnji razvoj. Informacijska pismenost razmatra se u odnosu na utjecaj neoliberalne agende na zahtjeve prema informacijskom opismenjivanju te se iznose ključne postavke kritičke informacijske pismenosti i kritičke pedagogije kao alternativne paradigme i kritike informacijske pismenosti kao neoliberalnog projekta. U istraživačkom dijelu rada predstavljeni su rezultati istraživanja o informacijskoj pismenosti u kontekstu radničkih prava. Istraživanjem su se ispitivali obrasci informacijskog ponašanja radnika, razina informiranosti radnika o radničkim pravima, te se pokušalo utvrditi postoje li razlike u razini informiranosti i informacijskom ponašanju među različitim kategorijama radnika. Također su istraživani načini na koje se radnici informiraju o svojim radničkim pravima kao i načini na koje koriste informacije i jesu li spremni aktivno se uključiti u borbu za svoja radnička prava i interese. Today information literacy is well-established, in particular in academic discourse, and the process of the consolidation of the term and the concept has been a longstanding one. Yet it has not been completed. Although there is more convergence than divergence among the definitions, there is nevertheless a lack of consensus on understanding information literacy, which is indicative of the complexity of the phenomenon, as well as various theoretical, even ideological, directions and approaches to it. The thesis gives an overview of the concept, definitions, models and standards of information literacy and analyses the technological, societal and pedagogical paradigms which led to the emergence of information literacy and which have also encouraged its further evolution. Information literacy is considered in relation to the impact of the neoliberal agenda on demands for information literacy instruction. The thesis also discusses key features of critical information literacy and critical pedagogy as alternative paradigms and provides a critique of information literacy as a neoliberal project. The research element of the thesis presents the results of an exploration of information literacy in the context of workers' rights. The research examined the patterns of workers' information behaviour and their level of information about workers' rights, and attempted to identify whether there are any differences in the level of information and in information behaviour among different categories of workers. It also explored the ways in which workers inform themselves about their rights as well as the ways in which they use information and whether they are ready actively to fight for their rights and interests.

RESUMO Iniciamos nosso estudo com uma contextualização histórico-crítica da teoria matemática da comunicação de Shannon e Weaver, reconhecendo a importância de sua influência na consolidação da ciência da informação nos Estados Unidos e apontando os limites de sua intenção unidimensional. A análise serve de mote para a apresentação da teoria crítica da sociedade, desenvolvida no mesmo período por filósofos alemães da chamada Escola de Frankfurt. Seus fundamentos teórico-metodológicos irão nortear nossa proposta para uma teoria crítica da informação, pensada a partir da integração de dois conceitos caros à ciência da informação brasileira: o de regime de informação, entendido como recurso interpretativo para pensar as relações entre política, informação e poder, e o de competência crítica em informação, que traz contribuições da teoria frankfurtiana e da pedagogia freireana para sublinhar a avaliação crítica e o uso ético da informação. Nosso método sugere a proposição de um diagnóstico das potencialidades, limites e contradições dos regimes de informação dominantes, e encontra na gramática da competência crítica em informação o referencial de uma práxis voltada à ampliação da autonomia dos indivíduos no atual ecossistema informacional, fundamental para o exercício da cidadania em tempos de desinformação, mediação algorítmica, vigilância digital e ataques à privacidade. ABSTRACT We begin our study with a historical-critical contextualization of Shannon and Weaver's mathematical communication theory, recognizing the importance of its influence in the consolidation of the information science field in the United States and pointing out the limits of its one-dimensional intention. The analysis serves as a motto for the presentation of the critical theory of society, developed in the same period by German philosophers of the so-called Frankfurt School. Its theoretical-methodological foundations will guide our proposal for a critical information theory, conceived from the integration of two popular concepts in the Brazilian information science: régime of information, understood as an interpretative resource to think the relations between politics, information and power, and critical information literacy, which brings the contributions of the Frankfurtian theory and the Freirean pedagogy to underline the critical evaluation and the ethical use of information. Our method suggests the proposition of a diagnosis of the potentialities, limits and contradictions of the dominant régime of information, and finds in the grammar of the critical information literacy the reference of a praxis aimed at the extension of the autonomy in the present informational ecosystem, fundamental for the exercise of citizenship in times of disinformation, algorithmic mediation, digital surveillance and privacy attacks.

This article reports students’ responses to a critical information literacy course. The course has two unique elements which differentiate it from other information and media literacy courses: an assignment about confirmation bias and a facilitating, rather than an “expert” role for faculty to play in the course. After a review of key course elements, analysis of students’ anonymous reflection papers completed at the semester’s end is detailed. The data show students enthusiastically embraced the course.

The emerging occurrences in the informational panorama permeated by digital technologies challenge even the subjects considered competent in information. In view of this phenomenon, the possible relationship between critical information literacy and the disseminating practices of fake news is considered, taking as a reference for analysis the methodological strategies of information auditability adopted by fact-checking agencies. It starts with the hypothesis that the urgency of definitive answers about the veracity of certain information has progressively reduced the subject's critical state and stimulated the circulation of disinformation in the format of fake news. The general objective was to analyze the methodological information auditability strategies adopted by fact-checking agencies in the practice of disseminating fake news, taking as a theoretical reference critical information competence. In this perspective, it specifically aims to map the news checking methodologies adopted by fact-checking services; to characterize the strategies used by these services; to identify the recursive elements that validate the information created and conveyed through virtual communities; and, to establish, based on critical information literacy, determining elements for the treatment of information in cyberspace. The research has as theoretical references discussions about the truth, information literacy and critical information literacy, addressing the issues of autonomy and social protagonism as indispensable for facing the problems of disinformation, specified here in the fake news. It was decided to develop a theoretical-conceptual thinking about the main difficulties in auditing information in cyberspace. It is a basic strategic research, of an exploratory-descriptive level, with a qualitative approach, using the techniques of systematic observation and hermeneutical analysis based on content analysis. The universe consisted of the 65 fact-checking services signatory to the International Fact-Checking Network (IFCN) and the intentional sample was formed by 13 of these services. The collection and systematization of the data were carried out through information about the methodologies, publicly expressed by the fact-checking services and organized according to the categories formulated a priori. The analysis of the data took place around the identification of the existing elements in the fact-checking methodologies that reminds the forms of conception of competences in information, analyzing its characteris TIC in search of understanding the main elements used for the auditability of the information. The discussions enabled a conceptual deepening on the critical information literacy, and, with that, the results were reached pointed to the excess of evidence as a complicator of the auditability process, as well as the presence of a fundamental subjective component, the trust. The methodologies used in the fact- checking activity approximate more realistically to the performance of subjects in cyberspace, especially those who are not formally considered competent in information, that is, who have not undergone education or training that specifically contemplated the dimensions addressed by information literacy. Nenhuma Os acontecimentos emergentes no cenário informacional permeado por tecnologias digitais desafiam até mesmo os sujeitos considerados competentes em informação. Diante desses fenômenos, considera-se a possível relação entre a competência crítica em informação e as práticas de disseminação de fake news, tomando-se como referência de análise as estratégias metodológicas de auditabilidade da informação adotadas por serviços de fact-checking. Partiu-se da hipótese de que a urgência de respostas definitivas sobre a veracidade de determinada informação tem progressivamente reduzido o estado de crítica do sujeito e estimulado a circulação de desinformação no formato de fake news. O objetivo geral deste estudo foi analisar as estratégias metodológicas de auditabilidade da informação adotadas por serviços de fact-checking nas práticas de disseminação de fake news, tomando como referência teórica a competência crítica em informação. Nessa perspectiva, pretendeu-se, especificamente, mapear as metodologias de checagem de notícias adotadas por serviços de fact-checking; caracterizar as estratégias utilizadas por esses serviços; identificar os elementos recursivos que validam a informação criada e veiculada por meio de comunidades virtuais; e, estabelecer, a partir da competência crítica em informação, elementos determinantes para o trato da informação no ciberespaço. A pesquisa teve como referenciais teóricos discussões sobre a verdade, information literacy e a competência crítica em informação, abordando as questões sobre autonomia e protagonismo social como indispensáveis para o enfrentamento dos problemas de desinformação, aqui especificadas nas fake news. Prezou-se pelo desenvolvimento de uma linha de pensamento teórico-conceitual sobre as principais dificuldades de auditabilidade da informação no ciberespaço. Trata-se de uma pesquisa básica estratégica, de nível exploratório-descritivo, de abordagem qualitativa, com utilização das técnicas de observação sistemática e de análise hermenêutica com base na análise de conteúdo. O universo foi composto pelos 65 serviços de fact-checking signatários do International Fact- Checking Network (IFCN) e a amostra intencional formada por 13 desses serviços. A coleta e a sistematização dos dados foram realizadas por meio das informações sobre as metodologias, publicamente expressas pelos serviços de fact-checking e organizadas de acordo com as categorias formuladas à priori. A análise dos dados se deu em torno da identificação dos elementos existentes nas metodologias de fact-checking que remontam às formas de concepção de competências em informação, analisando suas características em busca de compreender os principais elementos utilizados para a auditabilidade da informação. As discussões viabilizaram um aprofundamento conceitual sobre a competência crítica em informação, e, com isto, chegou-se aos resultados que apontaram o excesso de evidência como um complicador do processo de auditabilidade, bem como a presença de um componente subjetivo fundamental, a confiança. As metodologias utilizadas na atividade de checagem de fatos se aproximam de maneira mais realística da atuação dos sujeitos no ciberespaço, principalmente dos que não são formalmente considerados competentes em informação, ou seja, que não passaram por ensino ou treinamento que contemplasse especificamente as dimensões abordadas pela information literacy.