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| Apresentação PPT | 658.95 KB | Unknown |
Advisor(s)
Abstract(s)
A literacia digital tem sido objeto de vários estudos e, com a pandemia, alcança uma outra dimensão e pertinência. Mas, qual o tempo e o espaço que a literacia digital assume no contexto da biblioteca escolar? Motivados por esta questão de partida, pretendemos analisar conceções e práticas de professores bibliotecários em torno da literacia digital e de competências digitais que lhe são/estão associadas. Para o efeito, recorreremos, metodologicamente, ao estudo de caso, suportado em procedimentos de análise documental, nomeadamente de documentos estruturantes das bibliotecas escolares, e que orientam as suas atividades, bem como ao inquérito por entrevista, a professores bibliotecários, e ainda à análise de conteúdo. Teoricamente, suportamos a nossa investigação, que pretendemos apresentar, em referências e referenciais, nacionais e internacionais, com enfoque na própria noção de literacia digital, que, sendo atualmente predominante, cada vez mais se torna plural, como, aliás, atesta a designação literacias digitais, por traduzir uma multiplicidade de saberes, aptidões e atitudes, e ao integrar literacias prévias – a literacia da informação e a literacia mediática. Mais especificamente, revisitam-se os fundamentos e os princípios, ou, dito de outro modo, os territórios e as fronteiras entre as três (novas) literacias, considerando as respetivas definições, dimensões básicas das competências relacionadas, práticas regulares, e articulação com as competências do professor bibliotecário. Assim, com o nosso estudo, será possível identificar consonâncias e dissonâncias entre a ação da biblioteca escolar e as teorias que a enquadram, sobretudo no que concerne à literacia digital, entendida, numa alusão ao recente Quadro estratégico (2021-2027) do Programa Rede de Bibliotecas Escolares, como uma literacia presente para o futuro.
Digital literacy has been the subject of several studies and, with the pandemic, it reaches yet another dimension and relevance. But what is the time and space that digital literacy assumes in the context of the school library? Motivated by this question, we intend to analyze the conceptions and practices of school librarian teachers on digital literacy, and digital skills that are associated with it. For this purpose, we will methodologically resort to the case study, supported by document analysis procedures, namely of structuring documents of school libraries, which guide their activities, as well as to the interview survey, to school librarian teachers, and also to the content analysis. Theoretically, we support our research, in national and international references that we present, focusing on the very notion of digital literacy, which, being currently predominant, increasingly becomes plural. In other words, the principles of the three (new) literacies are revisited, considering their respective definitions, basic dimensions of related competences, regular practices, and articulation with the skills of the school librarian teacher. Thus, with our study, it will be possible to identify convergences and divergences between the action of the school library and the theories that frame it, especially with regard to digital literacy, understood, in an allusion to the recent Strategic Framework (2021-2027) of the Portuguese School Libraries Network, as a present literacy for the future.
Digital literacy has been the subject of several studies and, with the pandemic, it reaches yet another dimension and relevance. But what is the time and space that digital literacy assumes in the context of the school library? Motivated by this question, we intend to analyze the conceptions and practices of school librarian teachers on digital literacy, and digital skills that are associated with it. For this purpose, we will methodologically resort to the case study, supported by document analysis procedures, namely of structuring documents of school libraries, which guide their activities, as well as to the interview survey, to school librarian teachers, and also to the content analysis. Theoretically, we support our research, in national and international references that we present, focusing on the very notion of digital literacy, which, being currently predominant, increasingly becomes plural. In other words, the principles of the three (new) literacies are revisited, considering their respective definitions, basic dimensions of related competences, regular practices, and articulation with the skills of the school librarian teacher. Thus, with our study, it will be possible to identify convergences and divergences between the action of the school library and the theories that frame it, especially with regard to digital literacy, understood, in an allusion to the recent Strategic Framework (2021-2027) of the Portuguese School Libraries Network, as a present literacy for the future.
Description
Trabalho realizado no âmbito de dissertação do Mestrado em Gestão da Informação e Bibliotecas Escolares, curso do Departamento de Educação e Ensino a Distância, e inscrito em investigação do LE@D, Laboratório de Educação a Distância e Elearning - Universidade Aberta.
Keywords
Literacias digitais Biblioteca escolar Perfil do professor-bibliotecário Competências digitais Digital competencies School library School librarian teacher Digital literacies DigCompEdu COVID-19 TIC ICT