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Ferramentas da WEB 2.0 na biblioteca escolar para a promoção da leitura e literacia digital
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Advisor(s)
Abstract(s)
O universo das tecnologias da informação e comunicação (TIC) é fundamental num novo paradigma de escola do século XXI onde as bibliotecas escolares (BE) têm um papel primordial, não só por serem locais onde o aluno constrói o seu conhecimento, como também por possuírem ferramentas que levam a essa construção. Este novo paradigma leva-nos, ainda a refletir sobre o contributo que a BE poderá dar na inovação do uso das TIC como ferramentas de construção de conhecimento. Os planos de ação da BE e as práticas pedagógicas dos professores não podem ignorar a forma como os alunos interagem, participam e criam informação, partilham ideias, aprendem fazendo, utilizam blogues, redes sociais, telemóveis, podcasts, e se ligam aos seus pares, às comunidades virtuais onde desenvolvem interesses comuns.
Todavia, é importante, também, perceber de que forma as BEs se adaptam a esta nova realidade com as diversas ferramentas que a web 2.0 proporciona para promover a leitura digital, como os e-books, os blogues ou os podcasts, e qual o uso que fazem no incentivo a essa mesma leitura digital.
Foi com base neste contexto que decidimos desenvolver um estudo que procura analisar o contributo que algumas ferramentas da web 2. 0, como os e-books, os blogues e os podcasts podem dar para a promoção da leitura e da literacia digital.
Colocando-nos perante um paradigma construtivista, recorremos a uma metodologia de cariz qualitativo pondo a tónica na revalorização da “pessoa” como sujeito de conhecimento capaz de refletir, de racionalizar, de comunicar e de interagir. Para o efeito, realizámos entrevistas semiestruturadas a dez professores bibliotecários de um Quadro de Zona do Norte do país, que abrange diversos concelhos, tendo posteriormente procedido à sua análise de conteúdo.
Da análise e interpretação dos dados, concluímos que os professores bibliotecários auscultados não estão absortos a esta nova realidade web 2.0 marcada pela disseminação recente de ferramentas e serviços.
De um conjunto variado de ferramentas e serviços por eles apresentados e que abarcam muitas funções como sugestões de leitura, construção, partilha de recursos, possibilidade de interação entre os utilizadores, estes professores revelam familiaridade com um número assinalável de recursos digitais e apontam as vantagens e desvantagens da sua utilização.
The information and communication technologies (ICT) universe is fundamental in a new school paradigm of the 21st century where school libraries play a key role, not only because they are places where the students construct their knowledge, but also because they have Tools that lead to this construction. This new paradigm leads us to reflect on the contribution that school libraries can make in the innovation of the use of ICT as tools for building knowledge. School libraries’ action plans and teachers' pedagogical practices cannot ignore how students interact, participate and create information, share ideas, learn by doing, use blogs, social networks, mobile phones, podcasts, and connect with peers, and virtual communities where they share common interests. However, it is also important to realize how the school libraries adapt to this new reality with the various tools that Web 2.0 provides to promote digital reading, such as e-books, blogs or podcasts, and what use they do to encourage the same digital reading. It was on this basis that we have decided to develop a study that seeks to analyze the contribution that some web 2.0 tools such as e-books, blogs and podcasts can give to the promotion of reading and digital literacy. Placing ourselves before a constructivist paradigm, we betook to a qualitative methodology emphasizing the revaluation of the "person" as a subject of knowledge capable of reflecting, rationalizing, communicating and interacting. To do this, we conducted semi-structured interviews with ten librarian teachers of a Northern Zone Table in the country, which covers several counties, and then proceeded to analyze the content. From the analysis and interpretation of the data, we conclude that the educated librarian teachers are not unrelated [Office1] to this new web 2.0 reality marked by the recent dissemination of tools and services. From a varied set of tools and services presented by them, which encompass many functions such as suggestions for reading, construction, sharing of resources, possibility of interaction between users, these teachers reveal familiarity with a remarkable number of digital resources and point out the advantages and disadvantages of its use.
The information and communication technologies (ICT) universe is fundamental in a new school paradigm of the 21st century where school libraries play a key role, not only because they are places where the students construct their knowledge, but also because they have Tools that lead to this construction. This new paradigm leads us to reflect on the contribution that school libraries can make in the innovation of the use of ICT as tools for building knowledge. School libraries’ action plans and teachers' pedagogical practices cannot ignore how students interact, participate and create information, share ideas, learn by doing, use blogs, social networks, mobile phones, podcasts, and connect with peers, and virtual communities where they share common interests. However, it is also important to realize how the school libraries adapt to this new reality with the various tools that Web 2.0 provides to promote digital reading, such as e-books, blogs or podcasts, and what use they do to encourage the same digital reading. It was on this basis that we have decided to develop a study that seeks to analyze the contribution that some web 2.0 tools such as e-books, blogs and podcasts can give to the promotion of reading and digital literacy. Placing ourselves before a constructivist paradigm, we betook to a qualitative methodology emphasizing the revaluation of the "person" as a subject of knowledge capable of reflecting, rationalizing, communicating and interacting. To do this, we conducted semi-structured interviews with ten librarian teachers of a Northern Zone Table in the country, which covers several counties, and then proceeded to analyze the content. From the analysis and interpretation of the data, we conclude that the educated librarian teachers are not unrelated [Office1] to this new web 2.0 reality marked by the recent dissemination of tools and services. From a varied set of tools and services presented by them, which encompass many functions such as suggestions for reading, construction, sharing of resources, possibility of interaction between users, these teachers reveal familiarity with a remarkable number of digital resources and point out the advantages and disadvantages of its use.
Description
Keywords
Bibliotecas escolares Tecnologia da informação e comunicação Promoção da leitura Literacia digital Web 2.0 Professor bibliotecário Estudo de casos Região Norte Portugal School library Librarian teacher Web 2.0 tools
Citation
Côrte-Real, Alexandra Maria Franco - Ferramentas da WEB 2.0 na biblioteca escolar para a promoção da leitura e literacia digital [Em linha]. Lisboa: [s.n.], 2017. 131 p.