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- Perceptions of information literacy competencies among future psychology professionals: a comparative study in Spain and PortugalPublication . Pinto, María; Fernández-Pascual, Rosaura; Lopes, Carlos; Antunes, Maria Da Luz; Sanches, TatianaPurpose: The aim of the study is to analyze the perceptions of belief-in-importance (BI), self-efficacy (SE), and preferred source of learning (SL) of information literacy (IL) competencies among psychology students in Spain and Portugal. Design/methodology/approach: Unified protocol was based on the questionnaire IL-HUMASS (26 items). A quantitative diagnostic-comparative study was carried out, including factor and variance analysis. Findings: By country, there are no significant differences in students' perceptions, although the scores in BI are higher than in SE. By category, there are some significant differences, and the least valued is that of processing. By individual competency, seven of them show differences between countries. Learning preferences are for a mix of classroom and autonomous learning. Students barely realize the value of libraries. Within factor structures, which share the same components in each dimension, some emerging factors do appear. Practical implications: Motivation (BI and SE) with respect to IL competencies is a key asset for future psychologists. Interest should focus on some emerging motivational factors. Students' appreciation of the library should enhance through the corresponding initiatives for improvement. This method could be complemented by qualitative studies. Originality/value: This is probably the first diagnostic-comparative study on perceptions of IL competencies among future psychology professionals.
- Designing strategies and actions to support Open Science: building capacity in an academic institutionPublication . Lopes, Carlos; Antunes, Maria Da Luz; Sanches, TatianaIntroduction: The access of information to new learning devices, the ability to interconnect with libraries and repositories without barriers of time or space, and the way in which information is processed and made available highlight the urgency of reflection and access to the production and dissemination of scientific production by its stakeholders. To address these issues, academic institutions, together with their libraries, can devise and develop strategies that enable them to make fuller use of these resources, assisting them to interact with the Open Science movement with greater autonomy and effectiveness. Aim of the study: A curricular proposal for a postgraduate course targeted at researchers, science managers, and information professionals are presented, given the gap in higher education offer in this area in Portugal. Methods: A literature review was performed and a proposal for a postgraduate course was developed, based on the international FOSTER project. Results: The course has been structured in contents that aim to fulfill the objective of disseminating Open Science best practices in the context of higher education, articulated with information literacy. The subjects, distributed by semester, workload. and ECTS, are adaptable to the needs of teaching and dissemination, ensuring the training of researchers, science managers, and information professionals in skills appropriate for navigating this movement. Conclusions: The proposed postgraduate course aims to reinforce the importance of building the capacity and best practices’ training of stakeholders within Open Science.
- Critical thinking in information literacy pedagogical strategies: new dynamics for higher education throughout librarians’ visionPublication . Sanches, Tatiana; Lopes, Carlos; Antunes, Maria Da LuzThis work explores the articulation of Information Literacy and Critical Thinking, throughout a preliminary study on the pedagogical strategies used by academic librarians in lecturing information literacy courses. A theoretical reflection is presented about students’ skills in Information Literacy, enhanced by Critical Thinking, to acquire the ability to move autonomously in printed and digital information environments, based on their reflective thinking, to transform information into new knowledge. The study aims to compare information literacy pedagogical practices in different subject areas. As such, psychology, education, and health sciences were the ecosystems in which the strategies were explored and applied to analyze common approaches, and ultimately detect and share good practices for pedagogical improvements. The present work results from a qualitative study, based on the interviews regarding the vision of three academic librarians, framed by seven major parameters: metacognition, reflection, analysis, evaluation, inference, and use, as well as dispositions, applied to information management. The objective was to evaluate what kind of strategies were adopted by each librarian and if the pedagogical practices are effective in fulfilling the learning objectives. Overall, all three librarians agreed that libraries have an important role in promoting critical thinking in higher education students.
- 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.
- Open Science and information literacy: case study at a research centerPublication . Antunes, Maria Da Luz; Lopes, Carlos; Sanches, TatianaIntroduction – The Recommendations for Higher Education Libraries in Portugal are published in 2016. To build a relationship of trust and partnership between libraries, their professionals and researchers were one of their prerogatives. Both have acquired skills in supporting research, publication, and dissemination. In the same year, the Applied Psychology Research Center Capabilities & Inclusion Research Unit (APPsyCI) decided to incorporate, in all its areas of activity, a research line within Open Science articulated with information literacy. Methods – The APPsyCI has implemented the Open Science assumptions through several actions: repository management, teacher and researcher training, support for choosing the journals where to publish, dissemination, and promotion of scientific knowledge within FAIR principles. Results – Investment in main areas: Open Science and innovation in research; civic engagement and educational development; information literacy in higher education, where the study and application of academic and information skills based on the Open Science principles translate into a collaborative and transparent dissemination strategy, enhancing knowledge transfer and its practical use for the benefit of people and society. The social impact of the research line provides some light on the national landscape for research innovation and broadens horizons and sheds when combining information literacy with Open Science. The cross-sectional nature of this has resulted in a set of national networks and working groups; a postgraduate course in Health Literacy; the first Portuguese-language ebook published in Portugal on information literacy in higher education; workshops, seminars, and webinars were carried out in information literacy; collaboration on the Open Science Training Handbook translation to the Portuguese language; participation of the team members in national (APBAD, APDIS) and international scientific committees (ConfOA, EAHIL, ECIL, TEEM). Similarly, this work already has main outcomes: articles, book chapters, proceedings paper, among others. In the near future, the research line aims to: encourage researchers to join the Open Science movement; increase effective partnerships between researchers, information professionals, librarians, science managers, institutions, and funding agencies; invest in information professionals skills development, data management, and creativity (postgraduate course in information literacy – work in progress); play special attention to specific projects and specific social implementations of information literacy and Open Science. Conclusions – The creation of this research line within APPsyCI shows that the association of Open Science with information literacy can be considered as the path and objective (middle and end) of applied research. This is, therefore, a civic and scientific commitment to educational and investigative development; this embraces the challenges that have reconfigured the teaching/learning and science dynamics in higher education.
- Open Science and information literacy: case study at a research centerPublication . Antunes, Maria Da Luz; Lopes, Carlos; Sanches, TatianaThe APPsyCI, a Portuguese research center, decided to incorporate, in all its areas of activity, a research line within Open Science articulated with information literacy (IL). The Open Science assumptions were implemented through several actions: repository management, teacher and researcher training, support for choosing the journals where to publish, dissemination, and promotion of scientific knowledge within FAIR principles. The social and academic impact of the research line provides some light on the national landscape for research innovation and broadens horizons and sheds when combining IL with Open Science. Thus, the creation of this research line within the research center shows that the association of Open Science with IL can be considered as the path and object of applied research.
- International standards for information literacy: the inspiration for national practicesPublication . Sanches, Tatiana; Antunes, Maria Da Luz; Lopes, CarlosLibrarians working in higher education want to support students in the pursuit of their academic work, based on the good use of information. To this end, they need to know the emerging pedagogical changes that they can take advantage of when designing their courses, integrating this knowledge into a more segmented, clear, and objective training offer, based on international references, published in the last decades, since the ACRL Standards, until the ACRL Framework. The attention given to these documents can prepare librarians for the necessary updating of skills, supporting innovation, and best practice achievement. This paper aims to systematize the evolution of concepts and practices of information literacy guidelines in higher education and identify their inspiration for the creation of Portuguese guidelines. An exploratory inventory of international information associations was carried out to identify information literacy guidelines. The content analysis of these guidelines allowed the identification of pedagogical trends in the performance of libraries and their professionals. The analyzed contents show an interpretative evolution of the guidelines, converging in the ACRL Framework and the contents of the Portuguese recommendations for academic libraries for the period 2020-2022. It is evident that updating skills for librarians requires not only an awareness of sector trends but also transforming them into good practice and recommendations appropriate for the national context.
- 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.