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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.)

The results of research are presented, whose objective was to develop a theoretical-application model of information literacy (Alfin) for higher education, in the distance education modality (EAD). The research stages included first a survey of the main international models and an exploratory user study, designed to know the informational needs of the students with regard to scientific information. The analyzes served as reference for the elaboration of an introductory course, offered through a virtual learning environment (VLE). The evaluation of the experiment was of a qualitative-quantitative approach, and the quantitative data were analyzed using the Agglomerate Analysis or Cluster Analyzes technique (LOESCH and HOELTGEBAUM, 2012). The qualitative data were analyzed according to the Content Analysis perspective (BARDIN, 2000). The analyzes show the need for the university to articulate the interactive and dialogical potentialities of digital technologies to the pedagogical strategies used to train university students in information skills. The contributions of the formative practice elaborated and implemented with part of the model were perceived by the participants as important for their learning process. Students entering the university through EAD need knowledge that addresses the basic skills regarding the use of technologies that will mediate the learning process in the AVA, as well as be presented to the potential of online information resources. [ABSTRACT FROM AUTHOR]

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.)

The results of the PISA project, showing a reading competency level in Spanish students below the OECD avenge score, should lead to the adoption of certain counteracting measures that will assure their successful entrance into the Information Society. The incorporation of the reading competency into the concept of information literacy and its dissemination through the school library, understood as school media library or Center of resources for Learning, is then appointed as a suitable counteracting measure. [ABSTRACT FROM AUTHOR]