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- Improving information literacy in higher education in an unorthodox way: the literature potential for ACRL Framework applicationPublication . Sanches, Tatiana; Antunes, Maria Da Luz; Lopes, CarlosThe implementation of the ACRL Framework has been a challenge for higher education librarians. This study proposes an unconventional way of adopting the opportunities of literary reading to teach the six conceptual frames recommended by this guiding document. From a literature review on the importance that literary reading has in the individual's life as well as the experiences of higher education libraries in the promotion of literary reading, a reflection emerges on the opportunity to teach information skills in this context. The main objective of this work is to make a creative and innovative contribution to the practical and situated application of the ACRL Framework in a non-traditional context, exploring literary reading to explain concepts, dispositions, and practices. For each conceptual frame are listed examples and situated learning strategies, which can contribute to the acquisition of essential and structuring instruments of the mechanisms necessary for information skills. Regarding specifically reading comprehension, it is important to work on the ability to extract relevant information from written texts so that it becomes a powerful tool for obtaining and processing information, transversal learning, and social insertion and is not reduced to school learning but reveals its potential in extra-scholarly contexts, such as reading groups, meetings with authors, or the constitution of specific collections for leisure reading in university libraries.
- Perceptions of LIS professionals on ACRL framework: understanding and fostering concepts, skills and attitudes in academic studentsPublication . Sanches, Tatiana; Antunes, Maria Da Luz; Lopes, CarlosThe recently translated Framework for Information Literacy for Higher Education is generating considerable interest among Portuguese professionals. As pedagogical approaches and constructivist learning gain prominence, librarians are recognizing the crucial role they play in facilitating research skills, employing diverse pedagogical methods, and fostering information literacy as essential elements of education. This study, conducted as part of a national project focused on information literacy for academic students, aims to analyze Portuguese librarians' perceptions regarding the translated Framework. Through an extensive literature review and an online survey, the initial findings indicate that librarians possess a basic understanding of the topic while demonstrating a strong commitment to acting. Building upon the translated Framework, pedagogical materials and training opportunities have been introduced. As information literacy programs continue to be integrated, implemented, and evaluated in libraries and academic curricula, the Framework serves as a valuable reference document for information professionals and educators, offering inspiration and guidance.
- Information literacy and Open Science: before and after the new ACRL FrameworkPublication . Lopes, Carlos; Antunes, Maria Da Luz; Sanches, TatianaIn 2000, ACRL published the Information Literacy Standards, clarifying and describing specific learning objectives for higher education students. The document recognized the role of librarians who had long been informally developing dis practices. But the Standards have evolved and adapted. In 2016, the ACRL adopted the new Framework, which sustains a metamorphosis. Information literacy remains a pattern of integrated competencies that encompass the reflexive discovery of information, the understanding of how information is produced and valued, and the use of information in the ethical and legal creation of new knowledge. Aim of the study: Based on a literature review, dis study discusses the challenges and practical implications that the new Framework has in Open Science, it's flexibility, the relevance for the privacy and rightful author of scientific data, and the new steps of the academic libraries to be involved as key players for the Open Science contents.
- Perceptions of LIS professionals on ACRL framework: understanding and fostering concepts, skills and attitudes in academic studentsPublication . Sanches, Tatiana; Antunes, Maria Da Luz; Lopes, CarlosThe recently translated Framework for Information Literacy for Higher Education is generating considerable interest among Portuguese professionals. As pedagogical approaches and constructivist learning gain prominence, librarians are recognizing the crucial role they play in facilitating research skills, employing diverse pedagogical methods, and fostering information literacy as essential elements of education. This study, conducted as part of a national project focused on information literacy for academic students, aims to analyze Portuguese librarians’ perceptions regarding the translated Framework. Through an extensive literature review and an online survey, the initial findings indicate that librarians possess a basic understanding of the topic while demonstrating a strong commitment to acting. Building upon the translated Framework, pedagogical materials and training opportunities have been introduced. As information literacy programs continue to be integrated, implemented, and evaluated in libraries and academic curricula, the Framework serves as a valuable reference document for information professionals and educators, offering inspiration and guidance.
- Building stronger academic communities through critical thinking: linking ACRL Framework to AIPublication . Lopes, Carlos; Antunes, Maria Da Luz; Sanches, TatianaThe Framework for Information Literacy for Higher Education (ACRL) is a reference document that has served as a reflective guide for the pedagogical practices carried out by academic librarians. The present study proposes looking at each of the six conceptual frames recommended by this guiding document, observing the pedagogical opportunities brought by artificial intelligence (AI), namely chatGPT, for their teaching. Based on a literature review on the characteristics and functionalities of chatGPT, as well as its opportunities and risks presented in an international context, it is proposed to apply it in personalized academic tasks, suggesting the adoption of pedagogical experiences. This should be combined with the stimulation of critical thinking, reflecting on the opportunity to teach information skills in higher education libraries to promote knowledge and practical application of this communication tool. Thus, for each conceptual frame, examples and situated learning strategies are listed, which can contribute to acquiring essential instruments and structures of the mechanisms necessary for information skills. Regarding specifically understanding the usefulness and suitability of AI, it is important to work on the ability to extract relevant information from artificially written texts, knowing how to ask the right questions, so that it becomes a powerful instrument for obtaining and processing information, transversal learning and social insertion and is not reduced to mere superficial school learning, but reveals its potential in contexts of search, analysis and production of academic information. The main objective of this work is to make a creative and innovative contribution to the practical and situated application of the ACRL Framework in the context of generative AI, exploring the features of chatGPT to explain the concepts, dispositions, and practices recommended for teaching Information Literacy.
- O porquê da importância do desenvolvimento de competências de literacia da informação no ensino superior? Exemplos com a IAPublication . Lopes, Carlos; Antunes, Maria Luz; Sanches, TatianaO ensino superior representa um ambiente complexo, exigente e desafiador. Os estudantes desejam ampliar o seu conhecimento e compreensão da informação, necessitando navegar e usar as fontes de informação de forma ética e legal. Em 2023, a tecnologia de IA generativa registou taxas de adoção sem precedentes, tornando a a tecnologia adotada mais rapidamente na história. Assistimos a uma exploração contínua das ferramentas de IA geradoras de impacto potencial e, reconhecendo o seu potencial, dividimo nos entre entusiasmo e escrutínio cauteloso. Devemos avaliar o impacto e as experiências que já existem na implementação destas tecnologias. Questões como enganos, falácias e desinformação podem prejudicar o ensino e formação. Portanto, é vital que a utilização da IA seja feita com cautela e se desenvolvam proteções contra o uso indevido. Existe uma possível resposta ou ajuda proveniente da literacia da informação?