Orientadora: Glória Georges Feres / Banca: Marta Lígia Pomim Valentim / Banca: Cássia Regina Bassan de Moraes / Resumo: As organizações vivenciam um contexto dinâmico que traz muitas inovações de ordem tecnológica. As ferramentas informacionais e a internet propiciaram rapidez no acesso a fontes e fluxos de informação, possibilitando à tecnologia da comunicação disseminar velozmente as informações; contudo, essa sociedade emergente que busca o domínio da informação também necessita de profissionais competentes em informação (CoInfo), que não só gerenciem as informações e os recursos organizacionais, mas também saibam acessar e usar a informação de maneira efetiva, construindo conhecimento tanto individual quanto coletivo, que seja aplicável em seus processos decisórios e gere diferenciais competitivos nas tomadas de decisões organizacionais. Parte-se do pressuposto que a competência em informação é recurso estratégico de maior valor para a organização, a fim de gerar novos conhecimentos que poderão ser transmitidos, compartilhados e integrados a ações que levarão a tomadas de decisões adequadas, confiáveis e assertivas, gerando um novo patamar no contexto competitivo. Assim, identificar de que forma os gestores acessam, buscam e usam a informação em seus processos decisórios e delinear as habilidades necessárias para desempenhar sua gestão com êxito são requisitos do problema desta pesquisa. O objetivo geral consiste em analisar a competência em informação dos gestores e sua aplicação no processo decisório da Duratex S. A., unidade de Agudos/SP, visando gerar diferenciais competitivos no mercado de negócios. Para tanto, realizou-se uma pesquisa bibliográfica que proporcionou a construção do referencial teórico e sua compreensão, o que foi fundamental para realizar também um estudo de caso, caracterizado como exploratório-descritivo e de natureza qualitativa. A coleta de dados ocorreu por meio de: a) pesquisa ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Organizations experience a dynamic environment that brings many technological innovations. The information tools and the Internet provide fast access to information sources and flows, enabling the communication technology to disseminate information quickly. However, the society that aims to conquer information also needs competent professionals in information (CoInfo), who manage information and organizational resources and know how to access and use the information effectively, building knowledge both individually and collective, which is applicable in their decision - making processes and generate competitive advantages for decision- making. Information literacy is a higher value strategic resource for the organization to create new knowledge that can be disseminate, shared and integrate actions which will lead to the acquisition of appropriate, reliable and assertive decisions a new level in the competitive environment. The requirements of the research problems are: to identify how managers access, seek and use information in their decision - making processes and outline the skills to perform their successful management the objective is to analyze the Information Literacy of managers and their application to decision - making at Duratex SA, a company located in Agudos/SP to stimulate competitive advantage in the business market. Therefore, the bibliographical research is important to structure the theory and understanding, which was essential to develop a case study, characterized as exploratory, descriptive and qualitative. Data collection occurred through: a) documentary research, according to information available on the organization's website and e-mail exchanges with the participants, b) questionnaire technique c) structured interview. The documental research enabled the characterization of - Duratex SA / and the target population. The ... (Complete abstract click electronic access below) / Mestre

In this study, I examine the ways in which undergraduate students acquire the discourses of their chosen major. In particular, I focus on the complementary contributions of faculty members and academic librarians in students' acquisition of disciplinary discourses. Grounded in genre theory and Gee's (1996) notion of primary and secondary discourses, the study highlights the complex processes that students undergo to acquire and internalize the discourse of an academic discipline. Using a qualitative case-study approach, I consider the interrelated experiences of five undergraduate students, three faculty members, and two librarians at a small liberal arts college in the Midwest. Data sources include students' written assignments gathered from their major coursework throughout their college careers; interviews with student participants, faculty members, and librarians; observational notes and transcripts of lectures in courses taught by professors from four courses; and course artifacts, including course syllabi and assignment sheets from the four courses. Data from this study highlight the complex matrix of influences undergraduate students experience as they acquire the specialized language of an academic discipline. My data provide insight into the ways in which some students are positioned to take up disciplinary discourses with ease while other students struggle to develop the same level of acquisition and academic fluency. I bring to light the instructional and institutional practices that facilitate student learning and document those instances where instructional opportunities were missed and where unwarranted assumptions compromised student learning. I conclude this study with series of recommendations, most notably, a greater participation by academic librarians in order to enhance the acquisition of disciplinary discourses for undergraduate students. Further, my data suggest that collaborative opportunities between and among faculty members and academic librarians are likely to enhance the effective teaching of disciplinary discourses. Because of librarians' role as simultaneous insiders and outsiders to the academic disciplines, they are uniquely well-positioned to assist students in acquiring the disciplinary discourses. This dissertation suggests that by making visible the cultural expectations and practices of academia, faculty members and librarians can collaborate to assist undergraduate students gain entry into the academic discourse community.

Philosophiae Doctor - PhD / Literacy levels measured against national and international tests indicate that South African learners are performing poorly. Literacy skills are critical in the development of learners, and research suggests that parents play an important role in enhancing these skills. The study takes into account the geographical, socio-economic and historical context of learners and parents, and seeks to determine why children are struggling with literacy activities.

In 2008, Sherrod Library purchased Springshare’s LibGuides to create research guides for the library’s homepage. We also created LibGuides for individual classes when we taught library instruction sessions. Several of our professors worked closely with librarians to create the LibGuides for their classes, and those guides are heavily used. Inspired by this success, we looked for other ways to use LibGuides to connect with our faculty, students, and community. Our most creative use of LibGuides happened in 2013 when several librarians approached carefully-chosen faculty with an invitation to participate in a pilot project. We chose among the professors who routinely requested library instruction sessions; seemed to be open to trying new ways to engage their students; and whose classes were small and not writing intensive. These three professors were invited to a meeting where we offered them the opportunity to replace their traditional written paper with a LibGuide assignment. We explained that students will still have to do quality research to produce a good LibGuide and suggested that there are a number of benefits from replacing a written paper with a LibGuide assignment, including: • the replacement of an assignment that students don’t look forward to writing and professors don’t look forward to grading with a more engaging assignment; • the ability to engage students by assigning a robust research project using a flexible tool that is easy to use; • the creation of an electronic resource that students can easily include in an electronic portfolio. This presentation describes the pilot project.

Despite increasing expectations of transparency, academic fraud does exist. We will examine some of the most blatant examples as well as some of the most effective measures to combat it.

The thesis is divided into theoretical and practical part. The theoretical part deals with the concept of information literacy, its development, and its broader context of information society. Furthermore, it presents selected initiatives, recommendations, concepts and standards of UNESCO, International Federation of Library Associations and Institutions, American Library Association and Czech representatives of the Association of Libraries of Czech Universities, always in relation to education, information education and lifelong learning. The practical part of the thesis describes author's own questionnaire survey that was conducted at the same time at three faculties - in České Budějovice, Plzeň and Ústí nad Labem. The survey looks into general students' awareness of information resources and their use. In addition, interviews with librarians are provided. These interviews illustrate the real situation and conditions for teaching information literacy provided by the faculty.

Information literacy skills are a necessity among university students, hence information literacy instructors should keep abreast with the 21st century information literacy curriculum, its delivery and assessment. The study investigated information literacy training and its needs at NUL. The purpose was to investigate information literacy curriculum, delivery and assessment at the National University of Lesotho. Guided by the Association of College and Research Libraries (ACRL) information literacy framework for higher education, the study sought to establish the extent to which the NUL information literacy programme considers ACRL frames or any other standard of relevance. The study adopted a qualitative approach using a phenomenology research design. Data was collected from NUL Subject Librarians through focus group discussions and one on one interview with the Lecturers. Data was generated from structured interview questions; analysed manually and presented in an interpretative form such that participants’ responses were tabulated under subheadings corresponding to the items from the research instruments that were formulated from the research questions. Major findings are that there is no information literacy programme in place hence there is no specific curriculum at NUL, as a result there is also no benchmarking. NUL Subject Librarians take initiative to improvise information literacy content; they use lecture mode and library tours as their predominant mode of information literacy teaching and learning. Although there is a Communication Skills Course meant to assist students with information and communication skills, students struggle to search for information; they are even unable to consult a variety of information sources. The study therefore recommends NUL Library to establish a clear information literacy training programme that is delivered in collaboration with academic staff. It is further recommended that Subject Librarians should contribute to the content of the Communication Skills Course.

Few constituencies exist where it is more important to produce information literate individuals than teacher candidates, yet rarely is it suggested that practitioners entering the field are adequately prepared to teach and model information literacy to their students. As a result, information literacy has been established as a key outcome by a number of teacher education accrediting bodies and professional associations. Corollary to this initiative is the effort to develop valid instruments that assess information literacy skills. Yet, at the time of this dissertation, no rigorously reviewed instruments were uncovered that measure the information literacy skills levels of teacher candidates. The study describes the development and validation of the Beile Test of Information Literacy for Education (B-TILED). Funded in part by the Institute for Library and Information Literacy Education and the Institute of Museum and Library Services, the study is part of a national initiative spear-headed by the Project for the Standardized Assessment of Information Literacy Skills (SAILS). Test content is based on nationally recognized standards from the International Society for Technology in Education and the Association of College and Research Libraries. Procedures designed to enhance the scale's validity were woven throughout its development. 172 teacher education students at a large, metropolitan university completed a protocol consisting of 22 test items and 13 demographic and self-percept items. This instrument can be used to inform curricular and instructional decisions and to provide evidence of institutional effectiveness for program reviews.

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