Orientador: Regina Célia Baptista Belluzzo / Banca: Vânia Cristina Pires Nogueira Valente / Banca: Sonia Aparecida Cabestré / Resumo: Apresentam-se reflexões e resultados de pesquisa exploratória e teórica sobre a sociedade atual e a necessidade de se estruturar num mundo tecnológico de informações e comunicações, haja vista que as carências de informações impostas pela competitividade encontram-se baseadas na geração de novos conhecimentos e o acesso ao uso da informação correta. Na sociedade contemporânea, viver com a informação é uma questão de sobrevivência. Desde a sua formação, o homem busca desenvolver o conhecimento para criar mecanismos e melhor adaptar-se ao meio. A comunicação e subsequentemente a escrita, com certeza foram o grande passo para alcançar uma sociedade estruturada na informação e no conhecimento. No meio corporativo, informação e conhecimento são as palavras de ordem, são elas que devem estar intrínsecas nos processos de gestão a fim de desenvolver a competência em informação e midiática como diferencial competitivo, ou seja, propiciar o acesso e uso da informação e dos recursos midiáticos de forma inteligente para construir conhecimento e aplicá-lo à realidade. O uso das mídias deve atuar como aliado nesse processo de transformação do conhecimento em competência em informação e midiática. Para tal, pretendeu-se estudar o uso dos jogos digitais corporativos (serious games) - os quais têm como principal característica capacitar colaboradores através de um ambiente virtual que simula a realidade e faz com que os jogadores pratiquem atividades para aprender, sem que sofram danos reais ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Reflections and results of exploratory and theoretical research on current society and the need to structure itself in a technological world of information and communications are presented, since the lack of information imposed by competitiveness is based on the generation of new knowledge and the access to the use of the correct information. Living in modern society is a matter of survival. Since its formation, man seeks to develop knowledge to create mechanisms and better adapt to the environment. Communication, and subsequently writing, were certainly the biggest step towards a society structured in information and knowledge. In the corporate environment, information and knowledge are the slogans, they must be intrinsic in the management processes in order to develop information and media literacy as a competitive differential; that is, to provide access and use of information and resources in an intelligent way to build knowledge and apply it to reality. The use of media must act as an ally in this process of transforming knowledge into information and media literacy. The purpose of this exercise was to study the use of corporate games (serious games); these ones whose main characteristic is to train employees through a virtual environment that simulates reality and causes players to practice activities, without causing damages; as facilitators in this process, in which they will act as simulators in the decision - making stages in order to minimize failures, reduce time ... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2015-08-20T17:10:13Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-04-29. Added 1 bitstream(s) on 2015-08-20T17:25:46Z : No. of bitstreams: 1 000841884.pdf: 1322036 bytes, checksum: 2c090bb340d6eceac20ebf94d18603cb (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / 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 documental, mediante informações disponibilizadas no website da organização e trocas... / 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 analysis of data collection is based on 'content analysis' developed by Laurence Bardin. It also...

Made available in DSpace on 2014-11-10T11:09:41Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-07-28Bitstream added on 2014-11-10T11:58:46Z : No. of bitstreams: 1 000795008.pdf: 2000244 bytes, checksum: aa3aa3cd535a18bb4451c720626d8a11 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Ante as transformações ocorridas em variados âmbitos da sociedade, sabe-se que, para atender às demandas relacionadas ao acesso e uso da informação, faz-se necessária a formação de profissionais da informação mais criativos, inovadores e competentes em informação. A universidade é um espaço propício para o desenvolvimento desses profissionais. A reflexão estabelecida nesta pesquisa ocorre em torno do seguinte problema: os aportes teóricos da aprendizagem por competência, aprendizagem significativa e da criatividade podem contribuir para a elaboração de subsídios que promovam a Competência em Informação no ensinoaprendizagem no ensino superior, especificamente nos cursos de Biblioteconomia? Ao se adentrar a temática proposta verificou-se três conjecturas que levam a cogitar sobre diferentes possibilidades em termos de hipóteses: a existência de inter-relação dos conceitos da aprendizagem por competência, aprendizagem significativa e a criatividade podem fornecer subsídios para a elaboração e aplicação de uma modelagem conceitual pedagógica que promova a Competência em Informação de ensino-aprendizagem nos cursos de Biblioteconomia do contexto nacional. Tal modelagem permite melhor exploração e o entendimento dos padrões e indicadores envolvidos no desenvolvimento da Competência em Informação e pode ser considerada subsídio à elaboração e implementação de disciplina e/ou conteúdo transversal, visando a aperfeiçoar as abordagens teóricas e experimentais da Competência em Informação no contexto brasileiro. Para tanto, em busca de resposta a essa questão central das hipóteses descritas foi expresso como objetivo geral - estabelecer a inter-relação dos conceitos da aprendizagem por competência, aprendizagem significativa e criatividade, a fim de contribuir com subsídios para o desenvolvimento da Competência em Informação como disciplina e/ou conteúdo transversal dos cursos de... / Given the changes that occurred in different areas of society, it is known that to meet the demands related to the access and use of information, it is necessary to train the most creative, innovative and competent professionals of information. The university is a propitious place to the development of these professionals. The reflection established in this research occurs around the following issues: the theoretical framework of learning by competence, meaningful learning and creativity can contribute to the development of a pedagogical model that promotes information literacy in the teaching-learning in higher education, specifically in librarianship course? To enter on the theme proposed by this research, there are three assumptions that lead to cogitate about: the interrelation of the concepts of learning ability, meaningful learning and creativity can provide the support to develop a pedagogical conceptual model that promotes competence in information at the process of teaching-learning in the librarianship courses in the nacional context. Such modeling allows better exploration and understanding of standards and indicators involved in the development of information literacy and can be considered as a subsidy to the preparation and implementation of discipline and/or cross content, aiming to improve the theoretical and experimental approaches in information literacy at the Brazilian context. Thus, it was established as a general purpose - to establish the interrelationship between the concepts of learning ability, meaningful learning and creativity in order to provide subsidies for the development of information literacy as a discipline and/or cross-content of librarianship courses. And specific purposes - a) to analyze the key concepts of learning theories for competence, meaningful learning and creativity that can be applied to information literacy; b) to describe the interrelationships of learning ability theories, meaningful...

Orientador: Regina Célia Baptista Belluzzo / Banca: Elmira Luzia Melo Soares Simeão / Banca: Elizete Vieira Vitorino / Banca: Lídia Eugênia Cavalcante / Banca: Marta Lígia Pomim Valentim / Resumo: Ante as transformações ocorridas em variados âmbitos da sociedade, sabe-se que, para atender às demandas relacionadas ao acesso e uso da informação, faz-se necessária a formação de profissionais da informação mais criativos, inovadores e competentes em informação. A universidade é um espaço propício para o desenvolvimento desses profissionais. A reflexão estabelecida nesta pesquisa ocorre em torno do seguinte problema: os aportes teóricos da aprendizagem por competência, aprendizagem significativa e da criatividade podem contribuir para a elaboração de subsídios que promovam a Competência em Informação no ensinoaprendizagem no ensino superior, especificamente nos cursos de Biblioteconomia? Ao se adentrar a temática proposta verificou-se três conjecturas que levam a cogitar sobre diferentes possibilidades em termos de hipóteses: a existência de inter-relação dos conceitos da aprendizagem por competência, aprendizagem significativa e a criatividade podem fornecer subsídios para a elaboração e aplicação de uma modelagem conceitual pedagógica que promova a Competência em Informação de ensino-aprendizagem nos cursos de Biblioteconomia do contexto nacional. Tal modelagem permite melhor exploração e o entendimento dos padrões e indicadores envolvidos no desenvolvimento da Competência em Informação e pode ser considerada subsídio à elaboração e implementação de disciplina e/ou conteúdo transversal, visando a aperfeiçoar as abordagens teóricas e experimentais da Competência em Informação no contexto brasileiro. Para tanto, em busca de resposta a essa questão central das hipóteses descritas foi expresso como objetivo geral - estabelecer a inter-relação dos conceitos da aprendizagem por competência, aprendizagem significativa e criatividade, a fim de contribuir com subsídios para o desenvolvimento da Competência em Informação como disciplina e/ou conteúdo transversal dos cursos de... / Abstract: Given the changes that occurred in different areas of society, it is known that to meet the demands related to the access and use of information, it is necessary to train the most creative, innovative and competent professionals of information. The university is a propitious place to the development of these professionals. The reflection established in this research occurs around the following issues: the theoretical framework of learning by competence, meaningful learning and creativity can contribute to the development of a pedagogical model that promotes information literacy in the teaching-learning in higher education, specifically in librarianship course? To enter on the theme proposed by this research, there are three assumptions that lead to cogitate about: the interrelation of the concepts of learning ability, meaningful learning and creativity can provide the support to develop a pedagogical conceptual model that promotes competence in information at the process of teaching-learning in the librarianship courses in the nacional context. Such modeling allows better exploration and understanding of standards and indicators involved in the development of information literacy and can be considered as a subsidy to the preparation and implementation of discipline and/or cross content, aiming to improve the theoretical and experimental approaches in information literacy at the Brazilian context. Thus, it was established as a general purpose - to establish the interrelationship between the concepts of learning ability, meaningful learning and creativity in order to provide subsidies for the development of information literacy as a discipline and/or cross-content of librarianship courses. And specific purposes - a) to analyze the key concepts of learning theories for competence, meaningful learning and creativity that can be applied to information literacy; b) to describe the interrelationships of learning ability theories, meaningful... / Doutor

Philosophiae Doctor - PhD / The majority of incoming undergraduate Arts students at the University of the Western Cape (UWC) come from South African historically disadvantaged black schools. Because of enormous varying secondary school experiences and competencies as well as a lack of exposure to school and public libraries, students are deprived of the basic information skills. Without these crucial skills, students will find it difficult to cope successfully with their academic courses and measure up to the demands of employers. The study aimed to answer the following research questions: what are incoming Arts students' previous experiences with libraries and information technology? What are incoming undersgraduate Arts students information skills, competencies and proficiency? Is the Library Science 121 (Arts information Literacy) course sufficient for teaching information literacy and to address deficiencies? A pen and paper questionnaire based on the Information Literacy Standard by the American Library Association to assess the information literacy level of incoming Arts students was designed by the Department of Library and Information Science, the University Library and the Digital Academic Learning Division. This was utilized to assess the exposure to information literacy training at school level, computer and public library skills as well as their level of information literacy of incoming undergraduate Arts students. As a post-test, the questionnaire was completed by students after completing the information literacy course, Library Science 121. To determine the impact of formal training compared to initiatives within disciplines, the results of the post- and control tests were compared. Data was gathered over a period of three years. Of the 483 incoming Arts students 22.2% owned their own computers. Of the rest 39.5% had other means to get assess to computers. In total 16.5% of students used the World Wide Web to find information. Only 23.2% attended secondary schools with school libraries and 10.4% of these students received information literacy education. Of all the students, 20.7% were members of a public library of which 41.0% visited the library every few months mainly for photocopying. Of the thirty three questions asked to test information literacy, in only 7 the percentage of students in the pre- and control groups who have chosen the correct answer was higher than the incorrect options – indicating an unacceptable low level of information literacy. Students performed significantly better in the post-test. It is an indication that formal information literacy education is essential for incoming Arts students at the UWC. Results were used to identity deficiencies in information literacy levels, to produce benchmarks for assessing information literacy at the university and to produce a theoretical framework for structured cumulative information literacy initiatives within new envisaged foundation programs. Curricular changes to keep pace with current trends and needs were made. Data gathered will be used to communicate to the Arts Faculty the need for formal information literacy training for all incoming Arts students at the UWC and to incorporate information literacy in student learning outcomes as well as in the assessment policy. / South Africa

Magister Bibliothecologiae - MBibl / The purpose of this research is to investigate the effectiveness of an Information Literacy intervention administered to first year Faculty of Business students at Rosebank College Cape Town. The exponential nature of information has led to students having access to abundant information which often comes unfiltered. This requires them to be in possession of life long competencies to find and apply this information to solve problems. Recent shifts in pedagogy and curricula have also precipitated the importance of independent learners who are capable of constructing their own knowledge. Student centred methods of teaching employed in tertiary institutions such as, problem based learning, evidence based learning and inquiry learning have necessitated the importance of Information Literacy training towards the development of independent learners. The study assesses the baseline incoming skills of the Faculty of Business students. Two intervention workshops are conducted for the experimental cohort and a post-test is administered. After the post-test the results of the control and experimental group are compared. The study uses the Association of College and Research Libraries (ACRL) Information Literacy Standards for higher education as a theoretical foundation. The standards are applied as benchmarks when assessing the Information Literacy competencies. The study explores the following research questions • Are the Information Literacy interventions administered to the first year business faculty students effective and do they meet the proposed outcomes? • What are the existing Information Literacy competencies of the incoming students in the Faculty of Business? • How should Information Literacy programmes be delivered? • Are the ACRL standards a reliable tool to assess Information Literacy skills and the effectiveness of the interventions administered? The study found out that offering Information Literacy interventions would result in students accumulating these skills. This is supported by the difference in scores between the control group and the experimental cohort. However it must be noted that Information Literacy training is not an event but rather an on-going process.

Information and Communication Technologies (ICTs) play a crucial role in creating access to information sources through the library networks. When academic libraries integrate ICTs in their services they play an important role in teaching and learning. It is for such reasons that KENET sought to establish an ICT infrastructure to network Higher Education Institutions (HEIs) in Kenya, and to facilitate the use of Internet Technology in teaching, learning, research and sharing of information resources at an affordable cost. The University of Eastern Africa, Baraton (UEAB) and Kenyatta University (KU) libraries in Kenya are both members of the Kenya Education Network (KENET). This study investigates the main features of ICT use by a public and a private university library in Kenya in support of formal and informal teaching and learning. The study includes three target groups, namely: third year undergraduate students, library committee members, and library managers. Data was collected through self-administered questionnaires, interviews, and site visits. The four main issues considered were: ICT infrastructure, access and use of ICTs, ICT usage patterns, and students learning outcomes. The study concludes that: <ul><li>There is inadequate ICT infrastructure, specifically library networks and computers, at Kenyatta University.</li> <li>Access to and use of ICTs is affected by the lack of access skills, and there is a need for training in this area.</li> <li>ICT usage differs, with Kenyatta University students lagging behind UEAB students. </li> <li>Student learning outcomes are diverse; UEAB students benefited from the use of library e-resources to meet their formal and informal learning needs, and Kenyatta University students did not benefit at all.</li></ul> The study also concludes that the implementation of ICTs in Kenyan HEI libraries, through the provision of adequate infrastructure and funding, the development of ICT policies, and the development of Information Literacy (IL) programmes for students, will ensure that ICTs play an important role in academic support for formal and non-formal teaching and learning. A model for the implementation of an IL programme is proposed as a means to advance the process. / Dissertation (MIS)--University of Pretoria, 2008. / Information Science / unrestricted

Information is documented as data value in planning, decision making and evaluation of any programme, therefore any informed decision would be based on the kind of information that the decision maker has. Information seeking behaviour can be described as an individual’s manner of gathering and sourcing information for personal use, knowledge update and development. In the light of this Information, this study examined the information seeking behaviour of postgraduate students at the University of Fort Hare and Rhodes University. The study went further to understand the impact the introduction of new technology has on postgraduate students’ information seeking behaviour. The study was limited to postgraduate students in the faculties of Humanities, Social Sciences and Education at the University of Fort Hare and Rhodes University. These disciplines were selected because of Whitemire (2002:637)’s opinion that students studying humanities, social sciences and education carry out more information seeking activities than students studying hard sciences such as Mathematics and other Natural Sciences. The aim of the study was to establish how postgraduate students seek and gather information for academic use. The objectives of the study were as follows: to find out information sources that postgraduate students value the most and determine where they find such resources; to identify the activities postgraduate students engage in when seeking for information; to establish the factors which influence postgraduate students information seeking behaviour and to determine methods that postgraduate students use to obtain relevant information. Both quantitative and qualitative research methodologies were employed in a survey. The main research instrument was a questionnaire supported by focus groups and face to face interviews. The results showed that postgraduate students utilised different sources of information when seeking information for academic use. Internet usage however was established as the information source that postgraduate students valued and relied on most. Few respondents indicated that they still visited the library and browsed the shelves and found information that met their needs in books. Reports on consulting librarians for help were low. Although the study was not on information seeking behaviour and age, the researcher noticed that mature students did not make use of information technologies effectively and also called themselves “Born Before Technology” generation. The study also established that postgraduate student’s preferred or conveniently accessed Internet and other electronic sources of information in the libraries, even though the two Universities have postgraduate computer laboratories and students could also access electronic sources of information at their residences through wireless connection. The researcher also noted that postgraduate students relied more on lecturers and supervisors for the choice of information sources, rather than independently searching to find the most appropriate documents to use. Postgraduate students used keywords to obtain relevant information when searching electronic sources. The respondents strongly agreed that they felt frustrated, confused, disappointed and demotivated if they did not find relevant information for their searches. This validates Kuhlthau (1991)’s Information Seeking Process model (ISP) as it not only focuses on the information seeking process, but also on emotions, thoughts and expressions of the user when searching information. The study recommends the following: optional computer literacy programmes for postgraduate students, extended library orientation for postgraduate students, mentorship programmes, extended information literacy programmes, appointment of research and subject librarians as well as more faculty librarians and improvement in library marketing.

Introduction present in both volumes (1 and 2) of the handbooks.

Acknowledgments section present in both volumes (1 and 2) of the handbooks.