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As bibliotecas escolares e as (novas) tecnologias na promoção da leitura: distrito de Setúbal
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Advisor(s)
Abstract(s)
O presente trabalho tem como objetivo refletir sobre o papel da biblioteca escolar na
promoção da leitura junto dos alunos, assim como sobre a sua missão no atual contexto
marcado pela globalização e pelas tecnologias.
Na atual sociedade em que vivemos, apelidada de sociedade da informação e do
conhecimento, e com a generalização do uso das tecnologias e da Internet, houve uma
grande mudança na forma como os alunos acedem, produzem e partilham informação. As
atividades escolares deixaram de estar circunscritas à sala de aula e as bibliotecas escolares
assumiram novas missões, deixando de ser meros repositórios de livros ordenados em
armários que revestiam as paredes. Os recursos tecnológicos exigem não só a
disponibilidade de equipamentos, mas também novas competências dos professores, em
especial do professor bibliotecário e da sua equipa de apoio.
Optámos por limitar o nosso estudo às bibliotecas escolares do distrito de Setúbal,
investigando como as tecnologias de informação impactam a promoção da leitura. Para tal,
analisámos os inquéritos do Modelo de Avaliação da Biblioteca Escolar (MABE), da
responsabilidade da Rede de Bibliotecas Escolares (RBE), aplicados em 2015 e em 2017
aos professores dos Agrupamentos de escolas do Distrito de Setúbal, integrados na RBE.
Trata-se de um estudo de caso, de cariz qualitativo, com caráter descritivo e analítico.
Verificou-se que mais de um quarto dos professores continua, entre 2015 e 2017, a afirmar
que não planeia atividades com a biblioteca, como a exploração de tecnologias e de novos
ambientes digitais e media. No entanto, a maioria concorda que a biblioteca ajuda os
alunos na exploração e na utilização qualificada das tecnologias, da Internet e dos media,
bem como reconhecem que esta tem um papel importante na promoção da leitura na
comunidade escolar.
This work aims to reflect the role of the school library on the promotion of reading among students and consider its mission in the current context marked by globalization and new technologies. In the current society, nicknamed as the information and knowledge society, and with the widespread use of new technologies and the Internet, there has been a major change in the way students’ access, produce and share information. School activities were no longer limited to the classroom and school libraries assumed new missions, ceasing to be mere repositories of books ordered in cabinets that coat the walls. New technological resources require not only the availability of equipment, but also new skills from teachers, especially the librarian teacher and his support teams. We have chosen to limit our study to school libraries in the district of Setúbal, investigating how new information technologies influence the promotion of reading. To this end, we analysed the surveys of the School Library Assessment Model (MABE), under the responsibility of the School Libraries Network (RBE), applied in 2015 and 2017 to teachers from School Groupings in the District of Setúbal, integrated into the RBE. This is a case study, with a qualitative, descriptive and analytical character. It was found that more than a quarter of teachers continue, between 2015 and 2017, to say that they do not plan activities with the library such as the exploration of technologies and new digital and media environments. However, most agree that the library helps students in the exploration and skilled use of technologies, the Internet and the media, as well as recognizing that it plays an important role in promoting reading in the school community.
This work aims to reflect the role of the school library on the promotion of reading among students and consider its mission in the current context marked by globalization and new technologies. In the current society, nicknamed as the information and knowledge society, and with the widespread use of new technologies and the Internet, there has been a major change in the way students’ access, produce and share information. School activities were no longer limited to the classroom and school libraries assumed new missions, ceasing to be mere repositories of books ordered in cabinets that coat the walls. New technological resources require not only the availability of equipment, but also new skills from teachers, especially the librarian teacher and his support teams. We have chosen to limit our study to school libraries in the district of Setúbal, investigating how new information technologies influence the promotion of reading. To this end, we analysed the surveys of the School Library Assessment Model (MABE), under the responsibility of the School Libraries Network (RBE), applied in 2015 and 2017 to teachers from School Groupings in the District of Setúbal, integrated into the RBE. This is a case study, with a qualitative, descriptive and analytical character. It was found that more than a quarter of teachers continue, between 2015 and 2017, to say that they do not plan activities with the library such as the exploration of technologies and new digital and media environments. However, most agree that the library helps students in the exploration and skilled use of technologies, the Internet and the media, as well as recognizing that it plays an important role in promoting reading in the school community.
Description
Keywords
Biblioteca escolar Tecnologias Promoção da leitura Professor bibliotecário Setúbal School library Technologies Reading promotion Teacher librarian
Pedagogical Context
Citation
Pena, Maria da Graça Figueiras - As bibliotecas escolares e as (novas) tecnologias na promoção da leitura: distrito de Setúbal Em linha]. [S.l.]: [s.n.], 2022. 84 p.