Information Literacy Practices Using Active Teaching-Learning Methodologies in Higher Education

Information Literacy Practices Using Active Teaching-Learning Methodologies in Higher Education

Cristina Marchetti Maia, Ariadne Chloe Furnival
Copyright: © 2021 |Pages: 21
DOI: 10.4018/978-1-7998-6512-4.ch008
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Libraries play a fundamental pedagogical role in teaching information literacy skills which include the use of digital tools that take into consideration user rights and duties, a commitment to the cultural collective, the development of an understanding of the current information scenario, and the constant transformations that occur within it. Based on a literature review, this chapter aims to describe and comprehend active teaching-learning approaches used in information literacy initiatives in HE institutions around the world, where the adoption of such innovative approaches can deliver positive results and ensure greater effectiveness in student learning.
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Individuals who are information literate have knowledge, skills and attitudes that involve everything from recognizing their information need to using information in a responsible and critical way. Thus, Information Literacy allows individuals to be aware of tools for research, storage, management, sharing and use of information, for the construction of new knowledge, from the incorporation of concepts and practices aimed at the mastery of techniques and their independence.

Libraries mediate access to information and support teaching-learning activities and, in the case of university students, provide services to the academic community that support the production and dissemination of scientific knowledge. To attain these goals, librarians have taken on new roles such as pedagogical mediator and educational agent, teaching classes, organizing projects aimed at Information Literacy, in addition to improving their own educational and pedagogical knowledge and renewing their own Information Literacy skills (Dudziak, 2007).

The actions promoted by librarians are structured in the form of Information Literacy Programmes one of the most common activities being classes that are also called in the literature “instructional sessions”. These sessions are usually given in the traditional way of lectures, however, there are other ways to promote instructional sessions, with constructivist strategies and pedagogical resources for effective literacy teaching.

Active Teaching-Learning Methodologies (ATLMs) are based on constructivist theories and arise to overcome the limitations of traditional teaching models that see the student as a passive recipient of information. The constructivist approach places the student at the centre of learning, so that students assume an active participant role in the creation of content, adopting a critical and reflexive posture. Miter et al. (2008) consider working with ATLMs as singular, given that they promote education focussed on the vision of the whole and allows for the expansion of consciousness in awakening the learner’s creative curiosity.

Active learning techniques are diverse and can be based on activities, games, projects, problems, among others, which can encompass Digital Information and Communication Technologies (DICTs) and generate other teaching modalities, as is the case for the so-called “flipped classroom”. Pedagogical strategies are influenced in different ways by technologies and, according to Valente (2014), DICTs can provide opportunities for the development of innovative activities and facilitate the development of active learning strategies.

Considering that the library must accompany and contemplate new pedagogies in its services so that it becomes an efficient space for the exchange and construction of knowledge, the development of Information Literacy as an integral part of the pedagogical environment, can present positive results combined with the practices based on the precepts of ATLMs to ensure greater effectiveness in student learning.

For data collection, bibliographic research with content analysis of the retrieved publications was used. The search was carried out in online, multidisciplinary and specialized information sources in the areas of ​​Information Science and also in ​​Education, with 23 publications from between 2015 and 2019 selected for analysis. The sources of information adopted for the collection were:

  • National:

    • Encontro Nacional de Pesquisa em Ciência da Informação (ENANCIB); Congresso Brasileiro de Biblioteconomia, Documentação e Ciência da Informação (CBBD); Seminário Nacional de Bibliotecas Universitárias (SNBU)

  • International:

    • SCOPUS; Library and Information Science Abstracts (LISA); Education Resources Information Center (ERIC) and American Library Association Proceedings

In the SCOPUS, LISA and ERIC databases, the search was carried out in the fields: title, abstract and keywords with the following descriptors:

  • Subject 1: “competência informacional” OR “competência em informação” OR “letramento informacional” OR “letramento em informação” OR “alfabetização informacional” OR “alfabetização em informação” OR “information literacy”.

  • Subject 2: “metodologias ativas” OR “aprendizagem ativa” OR “aprendizado ativo” OR “ensino ativo” OR “active learning” OR “active teaching-learning” OR “action learning”.

  • Subject 3: “ensino superior” OR “higher education” OR “tertiary education”.

Key Terms in this Chapter

Cephalonic Method (CeM): The approach involves distributing printed questions to students that reflect the content that will be transmitted and are used during class.

Problem-Based Learning (PBL): Starts with the resolution of problems or challenges that need to have a real application and are proposed by the teacher.

Activity-Based Learning (ABL): Learning based on carrying out several activities that involve students in group discussions and work.

Project-Based Learning (PrjBL): Aims to create a product from the development of a project proposed by students, mediated by the teacher.

Flipped Classroom (FC): Based on hybrid teaching, combining classroom and online environments, whose prerequisite is that the student studies before class, as the physical space of the classroom is dedicated to deepen the concepts and propose supervised practical activities, in addition to discussions in groups.

Storytelling (STe): Storytelling technique, in a narrative way. The story can be told in different formats and is conducted to bring readers closer to the context, so that they can appropriate the content, and discussions can begin and allow student participation.

Minute Paper (MP): Considered a quick and easy method of obtaining feedback and measuring the effectiveness of a session, based on short, objective, one-minute reports.

Peer Instruction (PI): Based on the premise of learning from feedback from colleagues, expressed directly in the form of corrections or just comments.

Inquiry-Based Learning (IBL): Similar to the project method, in which activities and problem situations are proposed to suggest research work so that students learn in a practical way.

Backward Design (BD): Used to outline classes and courses with active learning principles, based on a structure called Understanding by Design (UbD), aimed at remodeling the curriculum, assessment, and instruction.

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