Yes / Employers are increasingly requiring a range of “soft” skills from chemistry graduates, including the ability to search for and critically evaluate information. This paper discusses the issues around encouraging chemistry students to engage with information skills and suggests curricular changes which may help to “drip-feed” information skills into degree programmes.

Este trabalho promoveu um estudo netnográfico para identificar, mapear e caracterizar literacias emergentes na perspectiva da inclusão digital no Brasil, considerando que as competências e habilidades comunicacionais e informacionais dependem de um processo interativo com as Tecnologias de Informação e Comunicação que vão muito além do simples acesso às mesmas. Considerada uma nova abordagem no campo das Ciências da Comunicação, para os estudos sobre as tecnologias contemporâneas, as literacias, em suas mais variadas conceituações, trata das habilidades e competências para seu uso de maneira efetiva e criativa por diferentes atores em rede. Como lócus, o trabalho foi conduzido no âmbito do Programa AcessaSP de inclusão digital. De perspectiva netnográfica, a pesquisa tem cunho qualitativo e está apoiada nas técnicas de entrevistas e análises de conteúdo. Os resultados apresentam a descrição das literacias e interações dos frequentadores do Programa, discutidas a partir de indicadores de interatividade e de Media and Information Literacy, conceito filial desta tese que colabora para o entendimento das literacias em torno dos meios de comunicação e informação e de uma visão crítica e criativa em torno deles. Uma das conclusões é a de que não se trata de uma questão binária, entre ter ou não ter literacias, mas de compreender e descrever como elas se manifestam. Da análise de conteúdo pôde-se depreender alguns temas, considerados vetores por sua capacidade aparente de conduzir a experiências importantes no processo de desenvolvimento de literacias de uma forma autônoma, nomeadamente as redes sociais, os jogos, o celular, a comunicação interpessoal, a produção multimídia e trabalho e empreendedorismo. / This work promoted a netnographic study to identify, map and characterize emerging literacies from the perspective of digital inclusion in Brazil. This proposal considers that the communicative and information skills and abilities depend on a communicative process and interaction with the Information and Communication Technologies that go far beyond simple access. The digital literacies are considered a new aproach in the field of Communication Science, for studies about contemporary technologies. In its various conceptualizations, the literacy is related to the skills and abilities to use the technologies effectively and creatively by different actors in the network. As locus, this work is conducted in the Digital Inclusion Program AcessaSP. With an ethnographic perspective, it is a qualitative research, supported in techniques like interview and Content Analysis. The results present a description of digital literacies and interactions of AcessaSP Program goers, discussed from interactive and Media and Information Literacy indicators. This concept of literacies contributes to the understanding of literacies around information and communication medias and around a critical and creative vision. One of the conclusions found is that it is not a binary issue, between having or not having digital literacies, but to understand and describe how they manifest themselves. In the Contend Analysis, the research inferred some themes, considered vectors because they have an apparent ability to conduct to important experiences in the development process of digital literacies of an autonomous form. This vectors are the social networks, the games, the cellular phone, the interpersonal communication, the multimedia production and work and entrepreneurship.

O relatório \"The information Service Environment Relationships and Priorities\", de Paul G. Zurkowski (1974) tornou-se a base para um movimento de proporções globais, conhecido como Information Literacy. Mobilizando pesquisadores, profissionais, políticas e entidades públicas e privadas, tal movimento disseminou-- se, também, no Brasil, sem que seu documento de origem tivesse suas bases teórico-metodológicas conhecidas, descritas e analisadas, assim como seu contexto e ideologias compreendidos. Diante disso, esta dissertação buscou identificar e analisar as concepções inscritas no referido relatório, refletir sobre as ideias fundamentais aí inscritas, apreender e discutir a ótica de aprendizagem informacional e educacional propostas, dimensionar as relações entre informação e educação pressupostas, bem como contextualizar o documento no quadro histórico- cultural em que surgiu. Foi utilizada a metodologia da análise do discurso na análise do relatório, além da construção de um quadro de fundamentação teórico-crítico e de leitura dos demais escritos de Zurkowski, de onde foram retirados elementos para compreensão do próprio relatório. O estudo revelou um discurso enraizado nos postulados da chamada Sociedade da Informação, com forte tendência economicista e instrumental. Alinhada com a posição que Zurkowski ocupava como presidente da Information Industry Association, sua proposta de Information Literacy limitava-se ao desenvolvimento de aprendizagens operacionais de utilização dos recursos tecnológicos. A associação do termo \"information\" ao termo \"literacy\" significou, portanto, estratégia retórico-discursiva que, ao aproximar os dois termos, realizou a mimetização do letramento informacional com um valor social consolidado (literacy), buscando com tal identificação, promover a adesão da sociedade norte-americana a suas propostas. Os resultados do trabalho indicaram, também, que propostas mais recentes de Zurkowski, de 2013 e 2014, mesmo mudando de caráter, valem-se também de expedientes retóricos como a fetichização da informação e da information literacy, tratadas como categorias capazes de construir a paz mundial. A pesquisa incluiu, como contraponto, outras orientações e abordagens críticas das relações entre Informação e Educação, como a Infoeducação, desenvolvida na ECA/USP, e que pretendem superar a razão instrumental e a dimensão adaptativa que orientou o relatório o qual deu origem à Information Literacy. / The Paul G. Zurkowski\'s report \"The Information Service Environment Relationships and Priorities\" (1974) became the basis for a movement of global proportions known as Information Literacy. Mobilizing researchers, professionals, politicians and public and private entities, this movement also spread in Brazil, without its document of origin having its theoretical and methodological bases known, described and analyzed, as well as its context and ideologies understood. Faced with this, this dissertation sought to identify and analyze the concepts included in this report, to reflect on the fundamental ideas inscribed therein, to apprehend and discuss the perspectives of informational and educational learning, to dimension the relations between information and education presupposed, as well as to contextualize the document in the historical-cultural context in which it emerged. The methodology of discourse analysis was used in the analysis of the report, as well as the construction of a framework of theoretical-critical foundation and reading of Zurkowski\'s other writings, from which elements for understanding the report were drawn. The study revealed a discourse rooted in the postulates of the so-called Information Society, with a strong economicist and instrumental tendency. In line with Zurkowski\'s position as president of the Information Industry Association, his proposal for Information Literacy was limited to the development of operational learning of the use of technological resources. The association of the term \"information\" with the term \"literacy\" meant, therefore, a rhetorical-discursive strategy that, when approximating the two terms, carried out the mimicry of informational literacy with a consolidated social value (literacy), seeking with such identification to promote adhesion of American society to its proposals. The results of the work also indicated that Zurkowski\'s more recent proposals of 2013 and 2014, even changing their character, also use rhetorical expedients such as fetishization of information and information literacy, treated as categories capable of building the world peace. The research included, as a counterpoint, other orientations and critical approaches to the relationship between Information and Education, such as the Infoeducation, developed at ECA / USP, and which aim to overcome the instrumental reason and the adaptive dimension that guided the report that gave rise to Information Literacy.

Esta tese se propõe a discutir a problemática dos deficientes visuais, que tenham ingressado ou que sejam egressos do ensino superior paulista, do ponto de vista informacional, de forma a identificar como esses estudantes percebem a necessidade, adquirem, compreendem e utilizam a informação. Para tanto, realizou-se uma revisão bibliográfica discutindo os aspectos históricos e conceituais da Information Literacy, bem como suas ações voltadas para estudantes do ensino superior. Contextualizou-se o ambiente informacional do deficiente visual brasileiro, focalizando o ensino superior, bem como, ponderou-se sobre que cenário se apresenta a esses cidadãos do ponto de vista intelectual, tecnológico, de acesso aos recursos físicos, e de conteúdo. Nesse contexto, buscou-se mapear o conjunto de habilidades e competências informacionais a serem desenvolvidas pelos deficientes visuais, no processo de construção de trabalhos acadêmicos, compreendidas a partir do modelo Information Literacy desenvolvido por Carol Kuhlthau denominado Information Search Process ISP, no desenvolvimento dos instrumentos de coleta, no processo de coleta propriamente dito e na análise dos dados coletados. Por trata-se de um estudo exploratório, trabalhou-se numa abordagem qualitativa, elegendo o estudo de usuário para mapear as questões propostas. Realizou-se a entrevista semi-estruturada com 10 deficientes visuais pertencentes às modalidades do ensino superior de graduação e pós-graduação. Elaborou-se os resultados a partir do diagnóstico realizado na pesquisa e o estudo realizado por Christina Doyle no qual apresenta um levantamento dos predicados para uma pessoa ser considerada competente em informação. Como resultado final, apresenta-se um elenco de possíveis ações para que os atores do processo educacional do deficiente visual, sobretudo na educação superior, possam definir ações necessárias ao desenvolvimento ou promoção de programas de Information Literacy específicos para deficientes visuais, com o intuito de torná-los competentes em informação. Identificou-se que essas ações estão contidas em três dimensões relacionadas às barreiras de acessibilidade: informacional, digital e no âmbito dos relacionamentos. / This thesis discuss the issue of visually handicapped, who have ingressed or egressed on higher education of São Paulo as information is regarded; identifying how these students realize the information need and how to acquire, understand and use it. Therefore, a bibliographic review has been developed to discuss the historical and conceptual aspects of Information Literacy, as well as its actions aiming students of higher education. The Brazilians visually handicappeds environment was regarded, focusing on higher education and considering the intellectual, technological, access to physical resources and content scenery in which they live in. In this context, a map of abilities and information literacy skills to be developed by visually handicapped was created, starting from Carol Kuhlthaus Information Literacy model named Information Search Process ISP, which shows the development of gathering instruments, the gathering itself and the analysis of the gathered data. Because it is an exploratory study, a qualitative approach was considered, using the user study to create a map of the questions proposed. A semi-structured interview was made with 10 visually handicapped on graduation or postgraduate education. Produced the results from the diagnosis made in the research and study by Christina Doyle which presents a survey of the predicates for a person to be considered \"information literate.\" As a final result, it presents a list of possible actions for the actors of the educational process of the visually handicapped, especially in higher education, can define actions necessary for the development or promotion of Information Literacy programs specific to the visually handicapped, in order to make them competent in information. It was identified that these actions are contained in three dimensions related to the barriers of accessibility: informational, digital and within relationships.

Thesis (M.A. (Information Studies)) --University of Limpopo, 2018 / A large number of first year entering undergraduate students at tertiary institutions at Tshwane University of Technology lack skills and competencies for accessing relevant academic information for their assignments and other academic projects they are engaged in. To overcome this problem academic libraries at this institution organise Information Literacy Training Programme (ILTP) to equip students with such skills and competencies. This research investigated if there is any impact that ILTP has among first year entering undergraduate students attached to the Faculties of Humanities and Management Science, who have attended this programme at Tshwane University of Technology, at Polokwane campus. The study adopted both quantitative and qualitative research approaches through a questionnaire and focus group interview respectively to measure the information literacy skills and competencies of first year entering students before and after t attending ILITP.The study sought to measure (a) Students’ perception of information literacy; (b) Students’ ability to use library resources; (c) Students familiarity with different library resources before and after attendance of the programme. The study found that most of the first entering students had a different perception of information literacy. Furthermore, the student’s abilities to use library resources and their familiarity with library resources were very little before they attended the programme. It was only after they attended the programme that they were familiar with some of the library resources and their abilities to use those resources improved. Therefore this study discovered that ILTP has a positive impact of the academic success and performance of first entering students, even though it is minimal.The study recommends that information literacy education for students should be continuous so that students should not lose focus of what they have learnt in the formal Information Literacy Training Programmes. Furthermore, teaching of information literacy should be compulsory to all first year entering students across all faculties offered at Tshwane University of Technology and this will attach some form of accreditation to them to encourage participation.

Information literacy skills among university students have become a necessity rather than the norm. With the increase of information resources, the need for information skills among university students is important for their continued access to, and retrieval of, information. The purpose of this research was to investigate information literacy skills and competencies among incoming first-year undergraduate students in institutions of higher learning in Kenya, with special reference to the Catholic University of Eastern Africa. The objectives of the study were; to identify the types and formats of resources that incoming undergraduate students are aware of, to determine whether the incoming undergraduates are aware of search strategies for both print and electronic/online resources, to determine whether incoming undergraduate students possess basic information technology skills, to find out whether incoming undergraduate students know information retrieval tools and their use, and to determine whether incoming students are aware of intellectual property and copyrighted materials and their ethical use. The study adopted a quantitative approach and used the case study research method. The study targeted first year incoming undergraduate students at the Catholic University of Eastern Africa for the academic year 2013/2014. 137 incoming undergraduate students participated in the study. Data was collected by using self-administered questionnaires. Quantitative data was coded and analysed by using Statistical Package for Social Science (SPSS). Qualitative data generated form open-ended questions was presented in narrative form under respective subheadings. The finding of the study observed that: (a) Incoming first-year students have limited knowledge of strategies used to search for information. (b) The incoming first-year undergraduate students at the Catholic university of Eastern Africa do possess computer skills in applications such as the use of the internet and its applications (e.g. social networking sites and the World Wide Web) as well as the word-processing applications such as (Microsoft Office and Microsoft Word) and statistical applications such as SPSS. (c) Majority of incoming undergraduate university students are not familiar with the various retrieval tools and their applications. (d) The incoming first-year undergraduate students are familiar with both electronic and printed information resources. (e) A significant number of students were not aware what constitutes primary resources and secondary sources. (f) Incoming first-year undergraduate students exhibited little knowledge of issues relating to intellectual property rights and copyright. Several recommendations have been made based on the findings of the study. One of the recommendations is that the university library mandated with offering information literacy instruction to incoming students should adopt several incentives aimed at encouraging the students to attend library orientation. Another recommendation is to integrate the information literacy training with the normal university curriculum to become a credit-earning course for all incoming students. The university library should also carry out a needs assessment on information literacy training to help determine the existing gaps in the current information literacy programme. The programme should also be tailored to help in emerging issues such electronic plagiarism of information resources. The study further recommends a longitudinal study to determine whether students joining the university are able to gain information literacy skills over a period of time. / Information Science

The purpose of this thesis is to examine the benefit of information literacy instruction in two student groups at Kristianstad University, in relation to development of critical information literacy and within the boundaries of the educational goals. This study takes on a critical information literacy perspective that combines critical pedagogy and standards for information literacy in higher education. Two methods have been used for data collection: interviews and questionnaires. According to the results of the study the information literacy instruction provided by the Kristianstad University Library is important and useful for the students in their academic studies. It also becomes clear that the information literacy differs between the two groups as a consequence of the varying information literacy instruction received by the two groups. Based on these results recommendations are made on how the information literacy instruction can be elaborated upon to secure development of a higher degree of critical consciousness in students and to ascertain equal conditions for different student groups. The findings of this study are not only valuable for those immediately affected, it can also be useful for others involved in higher education. Further research within this area is important for the development of critical information literacy and information litracy instruction in higher education.

O relatório \"The information Service Environment Relationships and Priorities\", de Paul G. Zurkowski (1974) tornou-se a base para um movimento de proporções globais, conhecido como Information Literacy. Mobilizando pesquisadores, profissionais, políticas e entidades públicas e privadas, tal movimento disseminou-- se, também, no Brasil, sem que seu documento de origem tivesse suas bases teórico-metodológicas conhecidas, descritas e analisadas, assim como seu contexto e ideologias compreendidos. Diante disso, esta dissertação buscou identificar e analisar as concepções inscritas no referido relatório, refletir sobre as ideias fundamentais aí inscritas, apreender e discutir a ótica de aprendizagem informacional e educacional propostas, dimensionar as relações entre informação e educação pressupostas, bem como contextualizar o documento no quadro histórico- cultural em que surgiu. Foi utilizada a metodologia da análise do discurso na análise do relatório, além da construção de um quadro de fundamentação teórico-crítico e de leitura dos demais escritos de Zurkowski, de onde foram retirados elementos para compreensão do próprio relatório. O estudo revelou um discurso enraizado nos postulados da chamada Sociedade da Informação, com forte tendência economicista e instrumental. Alinhada com a posição que Zurkowski ocupava como presidente da Information Industry Association, sua proposta de Information Literacy limitava-se ao desenvolvimento de aprendizagens operacionais de utilização dos recursos tecnológicos. A associação do termo \"information\" ao termo \"literacy\" significou, portanto, estratégia retórico-discursiva que, ao aproximar os dois termos, realizou a mimetização do letramento informacional com um valor social consolidado (literacy), buscando com tal identificação, promover a adesão da sociedade norte-americana a suas propostas. Os resultados do trabalho indicaram, também, que propostas mais recentes de Zurkowski, de 2013 e 2014, mesmo mudando de caráter, valem-se também de expedientes retóricos como a fetichização da informação e da information literacy, tratadas como categorias capazes de construir a paz mundial. A pesquisa incluiu, como contraponto, outras orientações e abordagens críticas das relações entre Informação e Educação, como a Infoeducação, desenvolvida na ECA/USP, e que pretendem superar a razão instrumental e a dimensão adaptativa que orientou o relatório o qual deu origem à Information Literacy. / The Paul G. Zurkowski\'s report \"The Information Service Environment Relationships and Priorities\" (1974) became the basis for a movement of global proportions known as Information Literacy. Mobilizing researchers, professionals, politicians and public and private entities, this movement also spread in Brazil, without its document of origin having its theoretical and methodological bases known, described and analyzed, as well as its context and ideologies understood. Faced with this, this dissertation sought to identify and analyze the concepts included in this report, to reflect on the fundamental ideas inscribed therein, to apprehend and discuss the perspectives of informational and educational learning, to dimension the relations between information and education presupposed, as well as to contextualize the document in the historical-cultural context in which it emerged. The methodology of discourse analysis was used in the analysis of the report, as well as the construction of a framework of theoretical-critical foundation and reading of Zurkowski\'s other writings, from which elements for understanding the report were drawn. The study revealed a discourse rooted in the postulates of the so-called Information Society, with a strong economicist and instrumental tendency. In line with Zurkowski\'s position as president of the Information Industry Association, his proposal for Information Literacy was limited to the development of operational learning of the use of technological resources. The association of the term \"information\" with the term \"literacy\" meant, therefore, a rhetorical-discursive strategy that, when approximating the two terms, carried out the mimicry of informational literacy with a consolidated social value (literacy), seeking with such identification to promote adhesion of American society to its proposals. The results of the work also indicated that Zurkowski\'s more recent proposals of 2013 and 2014, even changing their character, also use rhetorical expedients such as fetishization of information and information literacy, treated as categories capable of building the world peace. The research included, as a counterpoint, other orientations and critical approaches to the relationship between Information and Education, such as the Infoeducation, developed at ECA / USP, and which aim to overcome the instrumental reason and the adaptive dimension that guided the report that gave rise to Information Literacy.

Esta tese se propõe a discutir a problemática dos deficientes visuais, que tenham ingressado ou que sejam egressos do ensino superior paulista, do ponto de vista informacional, de forma a identificar como esses estudantes percebem a necessidade, adquirem, compreendem e utilizam a informação. Para tanto, realizou-se uma revisão bibliográfica discutindo os aspectos históricos e conceituais da Information Literacy, bem como suas ações voltadas para estudantes do ensino superior. Contextualizou-se o ambiente informacional do deficiente visual brasileiro, focalizando o ensino superior, bem como, ponderou-se sobre que cenário se apresenta a esses cidadãos do ponto de vista intelectual, tecnológico, de acesso aos recursos físicos, e de conteúdo. Nesse contexto, buscou-se mapear o conjunto de habilidades e competências informacionais a serem desenvolvidas pelos deficientes visuais, no processo de construção de trabalhos acadêmicos, compreendidas a partir do modelo Information Literacy desenvolvido por Carol Kuhlthau denominado Information Search Process ISP, no desenvolvimento dos instrumentos de coleta, no processo de coleta propriamente dito e na análise dos dados coletados. Por trata-se de um estudo exploratório, trabalhou-se numa abordagem qualitativa, elegendo o estudo de usuário para mapear as questões propostas. Realizou-se a entrevista semi-estruturada com 10 deficientes visuais pertencentes às modalidades do ensino superior de graduação e pós-graduação. Elaborou-se os resultados a partir do diagnóstico realizado na pesquisa e o estudo realizado por Christina Doyle no qual apresenta um levantamento dos predicados para uma pessoa ser considerada competente em informação. Como resultado final, apresenta-se um elenco de possíveis ações para que os atores do processo educacional do deficiente visual, sobretudo na educação superior, possam definir ações necessárias ao desenvolvimento ou promoção de programas de Information Literacy específicos para deficientes visuais, com o intuito de torná-los competentes em informação. Identificou-se que essas ações estão contidas em três dimensões relacionadas às barreiras de acessibilidade: informacional, digital e no âmbito dos relacionamentos. / This thesis discuss the issue of visually handicapped, who have ingressed or egressed on higher education of São Paulo as information is regarded; identifying how these students realize the information need and how to acquire, understand and use it. Therefore, a bibliographic review has been developed to discuss the historical and conceptual aspects of Information Literacy, as well as its actions aiming students of higher education. The Brazilians visually handicappeds environment was regarded, focusing on higher education and considering the intellectual, technological, access to physical resources and content scenery in which they live in. In this context, a map of abilities and information literacy skills to be developed by visually handicapped was created, starting from Carol Kuhlthaus Information Literacy model named Information Search Process ISP, which shows the development of gathering instruments, the gathering itself and the analysis of the gathered data. Because it is an exploratory study, a qualitative approach was considered, using the user study to create a map of the questions proposed. A semi-structured interview was made with 10 visually handicapped on graduation or postgraduate education. Produced the results from the diagnosis made in the research and study by Christina Doyle which presents a survey of the predicates for a person to be considered \"information literate.\" As a final result, it presents a list of possible actions for the actors of the educational process of the visually handicapped, especially in higher education, can define actions necessary for the development or promotion of Information Literacy programs specific to the visually handicapped, in order to make them competent in information. It was identified that these actions are contained in three dimensions related to the barriers of accessibility: informational, digital and within relationships.

Este trabalho promoveu um estudo netnográfico para identificar, mapear e caracterizar literacias emergentes na perspectiva da inclusão digital no Brasil, considerando que as competências e habilidades comunicacionais e informacionais dependem de um processo interativo com as Tecnologias de Informação e Comunicação que vão muito além do simples acesso às mesmas. Considerada uma nova abordagem no campo das Ciências da Comunicação, para os estudos sobre as tecnologias contemporâneas, as literacias, em suas mais variadas conceituações, trata das habilidades e competências para seu uso de maneira efetiva e criativa por diferentes atores em rede. Como lócus, o trabalho foi conduzido no âmbito do Programa AcessaSP de inclusão digital. De perspectiva netnográfica, a pesquisa tem cunho qualitativo e está apoiada nas técnicas de entrevistas e análises de conteúdo. Os resultados apresentam a descrição das literacias e interações dos frequentadores do Programa, discutidas a partir de indicadores de interatividade e de Media and Information Literacy, conceito filial desta tese que colabora para o entendimento das literacias em torno dos meios de comunicação e informação e de uma visão crítica e criativa em torno deles. Uma das conclusões é a de que não se trata de uma questão binária, entre ter ou não ter literacias, mas de compreender e descrever como elas se manifestam. Da análise de conteúdo pôde-se depreender alguns temas, considerados vetores por sua capacidade aparente de conduzir a experiências importantes no processo de desenvolvimento de literacias de uma forma autônoma, nomeadamente as redes sociais, os jogos, o celular, a comunicação interpessoal, a produção multimídia e trabalho e empreendedorismo. / This work promoted a netnographic study to identify, map and characterize emerging literacies from the perspective of digital inclusion in Brazil. This proposal considers that the communicative and information skills and abilities depend on a communicative process and interaction with the Information and Communication Technologies that go far beyond simple access. The digital literacies are considered a new aproach in the field of Communication Science, for studies about contemporary technologies. In its various conceptualizations, the literacy is related to the skills and abilities to use the technologies effectively and creatively by different actors in the network. As locus, this work is conducted in the Digital Inclusion Program AcessaSP. With an ethnographic perspective, it is a qualitative research, supported in techniques like interview and Content Analysis. The results present a description of digital literacies and interactions of AcessaSP Program goers, discussed from interactive and Media and Information Literacy indicators. This concept of literacies contributes to the understanding of literacies around information and communication medias and around a critical and creative vision. One of the conclusions found is that it is not a binary issue, between having or not having digital literacies, but to understand and describe how they manifest themselves. In the Contend Analysis, the research inferred some themes, considered vectors because they have an apparent ability to conduct to important experiences in the development process of digital literacies of an autonomous form. This vectors are the social networks, the games, the cellular phone, the interpersonal communication, the multimedia production and work and entrepreneurship.