The aim of this thesis is to investigate how Swedish young people’s information literacies are learned and enacted in different contexts. This study contributes to the information literacies research area by comparing information literacies across contexts rather than focusing on either the school context or everyday life, which most previous research has done. The study has a societal relevance linked to the library and education professions. Semi-structured interviews were conducted with seven Swedish students in their last year of secondary school. The study’s understanding of information literacies is based on sociocultural theory and practice theories. The empirical data was analysed from a sociocultural perspective. Concepts such as cultural tools, mastery and appropriation, cognitive value, cognitive authority, imposed questions, and infrastructural meaning-making were used in the analysis. The results illustrate that information literacies in school are affected by the students being judged and graded. Outside of school more information is passively encountered rather than actively searched for. Finding ways to minimise time and effort is part of the participants’ information literacies. Across contexts, information literacies are socially shaped and negotiated. How information literacies are conceptualised and learned in school affects what is considered searching for information and assessing credibility outside of that context. In school, credibility assessments are learned explicitly, while outside of school they are learned implicitly. The study also indicates the importance of educating students about search engines and algorithms.

Este trabalho promoveu um mapeamento do universo documental das Literacias de Mídia e Informação (MIL) no âmbito das Declarações Oficiais da UNESCO entre os anos de 1982 e 2014. Considerado um novo conceito, as MIL contemplam o desenvolvimento de capacidades e habilidades de cidadãos com a mídia e a informação no ambiente do Século XXI, para que sejam protagonistas de suas próprias histórias e se empoderem ao longo desse processo. Para estudo desse campo se recorreu à Teoria do Ator-Rede como aporte teórico e outros conceitos concernentes como as literacias da informação, digitais e de mídia. Da perspectiva metodológica, a pesquisa tem cunho qualitativo e transdisciplinar e contribui para a compreensão das novas morfologias epistêmicas da sociedade do conhecimento. Como resultados, foram elaborados quadros sínteses e linhas do tempo para a apreensão visual da progressão do conceito de MIL, face à sua sedimentação terminológica e temática. Ainda, se torna possível entender os vários vieses abrangidos ao longo dessa jornada, tendência que a UNESCO tem chamado de \"transliteracy\". / This work promoted a documental cartography over the Media and Information Literacies (MIL) concept under UNESCO\'s documents, between the 1982 and 2014. Considered a new concept, the MIL regards the capacity and skills development within the media and the information environment in the 21st Century, so the individuals can be protagonists of their own histories and for them to empower themselves in the process. This study refers to the Actor-Network Theory (ANT) as a theoretical basis, as well to the digital, media and information literacies concepts. Under a methodological overview, this is a qualitative and transdisciplinary research and contributes to understanding the new epistemological morphologies of the knowledge societies. As results, were elaborates synthetic boards and time lines for the visual apprehension over the MIL concept, facing its etymologic and thematic construction. Still, it is possible to comprehend the biases in this journey, a tendency that UNESCO has recently called \"transliteracy\".

The aim with this master’s thesis is to examine the information practices and information literacies among social workers in the field of the social services and in the work with child welfare investigations. This is in this study related to their ambition to fulfill the requirements of an evidence-based practice. On a theoretical level, the study is based on three theories grounded in the idea of situated learning and of human activities based in a social context. These are the sociocultural theory, the theory of communities of practices and the theory of information practices. On a methodological level the survey is carried out, and the empirical material is extracted, by using semi-structured interviews with five social workers in two different social offices. The result of the analysis shows that the social workers see the need of, search, share, evaluate and use several sources of information. They include information from the social workers own working experience and expertise, information from the clients and their social network, colleagues and professionals in institutions and agencies external to the social offices. The survey also shows that scientific research information is searched, used and evaluated by the social workers to a low degree. This is connected to the information barriers found in the empirical material, including lack of time and lack of access to digital databases. The main conclusion is that the social workers see the need of scientific research and the academic information literacy related to this, and that the information barriers at the same time force them to evolve an information literacy fitted to the practical work situation. For an evidence-based practice, the social workers see the need to incorporate more of the academic information literacy and practices with the information literacy and practices of the workplace. This is a two years master’s thesis in Archive, Library and Museum studies.

Este trabalho promoveu um mapeamento do universo documental das Literacias de Mídia e Informação (MIL) no âmbito das Declarações Oficiais da UNESCO entre os anos de 1982 e 2014. Considerado um novo conceito, as MIL contemplam o desenvolvimento de capacidades e habilidades de cidadãos com a mídia e a informação no ambiente do Século XXI, para que sejam protagonistas de suas próprias histórias e se empoderem ao longo desse processo. Para estudo desse campo se recorreu à Teoria do Ator-Rede como aporte teórico e outros conceitos concernentes como as literacias da informação, digitais e de mídia. Da perspectiva metodológica, a pesquisa tem cunho qualitativo e transdisciplinar e contribui para a compreensão das novas morfologias epistêmicas da sociedade do conhecimento. Como resultados, foram elaborados quadros sínteses e linhas do tempo para a apreensão visual da progressão do conceito de MIL, face à sua sedimentação terminológica e temática. Ainda, se torna possível entender os vários vieses abrangidos ao longo dessa jornada, tendência que a UNESCO tem chamado de \"transliteracy\". / This work promoted a documental cartography over the Media and Information Literacies (MIL) concept under UNESCO\'s documents, between the 1982 and 2014. Considered a new concept, the MIL regards the capacity and skills development within the media and the information environment in the 21st Century, so the individuals can be protagonists of their own histories and for them to empower themselves in the process. This study refers to the Actor-Network Theory (ANT) as a theoretical basis, as well to the digital, media and information literacies concepts. Under a methodological overview, this is a qualitative and transdisciplinary research and contributes to understanding the new epistemological morphologies of the knowledge societies. As results, were elaborates synthetic boards and time lines for the visual apprehension over the MIL concept, facing its etymologic and thematic construction. Still, it is possible to comprehend the biases in this journey, a tendency that UNESCO has recently called \"transliteracy\".