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Publication
Estratégias para demonstrar o valor da biblioteca escolar e obter colaboração : um estudo numa escola secundária com 3º ciclo
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.28 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O “Apoio ao desenvolvimento curricular” exige uma relação próxima entre a biblioteca escolar, os professores e as estruturas da escola. Através de um estudo de investigação-acção, testámos a viabilidade da introdução de um nível de interacção mais elevado entre o professor bibliotecário e os professores, com o intuito de desenvolver nos alunos competências de literacia de informação. Para o efeito, analisámos as concepções dos docentes sobre o ensino destas competências e sobre a função da biblioteca escolar e testámos diversas estratégias com o intuito de as tornar mais favoráveis à colaboração.
Procurámos desenvolver o programa de intervenção da biblioteca escolar no que concerne à qualidade, participação, abrangência curricular e à sustentabilidade, que apenas se pode alcançar através do trabalho colaborativo. A opção metodológica pela investigação-acção justifica-se pois pelo facto de pretendermos compreender e melhorar a nossa acção, a par das condições em que a mesma decorre. Acresce que, para além desses benefícios, a investigação-acção se adequa especialmente ao desenvolvimento das bibliotecas escolares, já que ao ser conduzida através da colaboração, concorre, também, para a sua consolidação.
The "support for curriculum development" requires a close relationship between the school library, teachers and school structures. Through an action research study, we tested the feasibility of introducing a higher level of interaction between teacher librarians and teachers. Our aim was to develop information literacy skills in students. To achieve this we analyzed the conceptions of teachers and the role of the school library on teaching these skills and tried several strategies in order to make them more favourable to a collaborative work. We sought to develop the intervention program of the school library in terms of curriculum quality, participation, inclusiveness and sustainability, which can only be achieved through collaborative work. The action research methodology chosen is therefore justified by the fact that we wanted to understand and improve our action, along with the conditions in which it arises. Moreover, in addition to these benefits, action research especially suits the development of school libraries because, while being conducted through collaboration, it is also a means for their consolidation.
The "support for curriculum development" requires a close relationship between the school library, teachers and school structures. Through an action research study, we tested the feasibility of introducing a higher level of interaction between teacher librarians and teachers. Our aim was to develop information literacy skills in students. To achieve this we analyzed the conceptions of teachers and the role of the school library on teaching these skills and tried several strategies in order to make them more favourable to a collaborative work. We sought to develop the intervention program of the school library in terms of curriculum quality, participation, inclusiveness and sustainability, which can only be achieved through collaborative work. The action research methodology chosen is therefore justified by the fact that we wanted to understand and improve our action, along with the conditions in which it arises. Moreover, in addition to these benefits, action research especially suits the development of school libraries because, while being conducted through collaboration, it is also a means for their consolidation.
Description
Dissertação de Mestrado em Gestão da Informação em Bibliotecas Escolares apresentada à Universidade Aberta
Keywords
Ensino secundário Bibliotecas escolares Informação/bibliotecas,papel Ensino colaborativo Literacia School libraries Information literacy Action research Collaborative work Curriculum integration