The purpose of this study is to describe how a high school student retrieves information in order to write a history research paper, and to investigate the role genre plays in this process of search and paper construction. This study interrogates the conditions under which students are sent to the library to complete research assignments. What is absent from the research of school library use is how the kinds of knowledge expected from the students, and how the kinds of uses and manipulations that information is to be put through are connected to the access and retrieval of information. Because use is the final stage in the information process, this problem is approached by examining the assumptions about language, knowledge, and genre that teachers and students bring to research assignments in the school library. Rhetorical genre theory may be used to construct a representation of information use within an educational setting. Rhetorical genre theory will also be used to determine the method of analysis. By examining a few instances of high school history research, we can begin to systematize the features found beyond the sample to a larger study. An interdisciplinary approach that integrates classification theory, information seeking behavior, and rhetorical practices may help to characterize effective models in information retrieval. This model may provide a structure for understanding how a core set of research tasks utilizes a certain set of genres.

The purpose of this study is to describe how a high school student retrieves information in order to write a history research paper, and to investigate the role genre plays in this process of search and paper construction. This study interrogates the conditions under which students are sent to the library to complete research assignments. What is absent from the research of school library use is how the kinds of knowledge expected from the students, and how the kinds of uses and manipulations that information is to be put through are connected to the access and retrieval of information. Because use is the final stage in the information process, this problem is approached by examining the assumptions about language, knowledge, and genre that teachers and students bring to research assignments in the school library. Rhetorical genre theory may be used to construct a representation of information use within an educational setting. Rhetorical genre theory will also be used to determine the method of analysis. By examining a few instances of high school history research, we can begin to systematize the features found beyond the sample to a larger study. An interdisciplinary approach that integrates classification theory, information seeking behavior, and rhetorical practices may help to characterize effective models in information retrieval. This model may provide a structure for understanding how a core set of research tasks utilizes a certain set of genres.

Thesis (M.Ed.) - University of Kwazulu-Natal, 2007.

Submitted by Valdinei Souza (neisouza@hotmail.com) on 2015-10-08T18:42:40Z No. of bitstreams: 1 DISSERTAÇÃO (MESTRADO) - FERNANDA XAVIER GU IMARÃES.pdf: 2014684 bytes, checksum: 35fb6159972a5371a53bb8e7117d4687 (MD5) / Approved for entry into archive by Urania Araujo (urania@ufba.br) on 2016-03-01T21:46:19Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO (MESTRADO) - FERNANDA XAVIER GU IMARÃES.pdf: 2014684 bytes, checksum: 35fb6159972a5371a53bb8e7117d4687 (MD5) / Made available in DSpace on 2016-03-01T21:46:19Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO (MESTRADO) - FERNANDA XAVIER GU IMARÃES.pdf: 2014684 bytes, checksum: 35fb6159972a5371a53bb8e7117d4687 (MD5) / CNPq / O estudo objetivou analisar as matrizes curriculares dos cursos de Biblioteconomia das Universidades Federais da região Nordeste (NE), identificando os conteúdos que abordam a biblioteca escolar (BE) no processo de formação do bibliotecário. Especificamente, investigou-se os conteúdos das disciplinas e o lugar ocupado pelas mesmas na matriz curricular do curso. Tratou-se de uma pesquisa aplicada, de natureza qualitativa, com alguns aspectos quantitativos, na qual se fez uso do método descritivo e exploratório em razão das características do objeto estudado. Do universo em estudo, participaram da pesquisa os coordenadores dos cursos de Biblioteconomia e docentes que ministram disciplinas que apresentem relações com a temática investigada. Além disso, como fontes de obtenção de dados utilizou-se os Projetos Político Pedagógico (PPP) e as matrizes curriculares dos referidos cursos. Os dados foram obtidos por meio de questionário semiaberto e de informações constantes em fontes documentais. Para analisar os dados foram criadas categorias temáticas com o intuito de facilitar a interpretação e as discussões dos resultados. Os resultados evidenciaram que os componentes curriculares contemplam de forma superficial os conteúdos relacionados à formação dos bibliotecários para atuar na BE, sendo que as disciplinas que abordam esses conteúdos estão em posição de menor expressão na matriz curricular, isto é, no quadro de disciplinas optativas. Os dados trazidos por este estudo revelaram que a formação do bibliotecário ainda está aquém da desejável, uma vez que os conteúdos abordados nas disciplinas mostramse insuficiente para capacitar esses profissionais. Diante do apresentado, conclui-se que as lacunas no processo de formação do bibliotecário na referida região poderão repercutir negativamente no exercício da cidadania, haja vista que é no espaço da BE que são desenvolvidas atividades de fomento à leitura, à pesquisa e ao estudo. Via de regra, é nesse ambiente que os estudantes da comunidade escolar têm contato com as várias possibilidades de conhecimentos necessários à vida em sociedade. Nesse sentido, repensar a responsabilidade social na formação desses profissionais ainda é um desafio, principalmente quando se trata de preparar agentes que desenvolverão ações voltadas para formação do leitor e do usuário de biblioteca. / ABSTRACT The study aimed to analyze the curricular program of the courses of Library Scienceat Federal Universities in Northeast of Brazil, identifying the subjects that approach the school library (SL) on the librarian ‘undergraduate program. Specifically, we investigated the subjects of the course and the place occupied by them in the curricular program. This work is an applied and qualitative research, with some quantitative aspects which made use of the descriptive and exploratory method considering the characteristics of the studied object. From the studied context, who participated during the research were coordinators of Library Science courses and professors who teach subjects that have relations with the subject investigated. Further, as sources for obtaining data we have used the Projetos Político Pedagógico (PPP) and curricular program of these courses. Data were collected through a semi-open questionnaire and information contained in documentary sources. To analyze the data were created thematic categories to facilitate the interpretation and discussion of results. The results evidenced that curricular program components include superficially the related subjects in refer to the librarians’ undergraduate course in their training to work in SL. However these subjects that address these contents have a low position in curricular program in the context of elective courses. The data provided by this study revealed that the formation of the librarian is still bellow to desirable, due to the studied subjects to act in SL are insufficient to train these professionals. Ultimately, it is concluded that gaps in the training process of the librarian in Northeast of the Brazil will could have negative repercussions on the construction of citizenship in this place, considering SL as an environment where activities for encouraging studying, researching and reading are developed. Accordingly, it is in this environment that the students of the school community have contact with the various possibilities of necessary knowledge to live in society. In this sense, rethinking the social responsibility in the training of these professionals is still a challenge, especially regarding to preparing agents to will develop actions for the reader and library user training.

Submitted by Thais Guedes Ferreira (thaisguedesferreira@gmail.com) on 2018-06-15T18:53:18Z No. of bitstreams: 1 Dissertação Thais Versão Repositório.pdf: 2041887 bytes, checksum: 4540f964dce9f5e241bb19f9e728cf1c (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-06-15T19:40:45Z (GMT) No. of bitstreams: 1 ferreira_tg_me_mar.pdf: 2041887 bytes, checksum: 4540f964dce9f5e241bb19f9e728cf1c (MD5) / Made available in DSpace on 2018-06-15T19:40:45Z (GMT). No. of bitstreams: 1 ferreira_tg_me_mar.pdf: 2041887 bytes, checksum: 4540f964dce9f5e241bb19f9e728cf1c (MD5) Previous issue date: 2018-05-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O impacto das bibliotecas escolares na aprendizagem de alunos não tem sido verificado de forma sistemática devido à falta de instrumentos adequados, em particular no contexto nacional. A pesquisa tem como focos instrumentos que permitam a verificação, demonstração e acompanhamento das contribuições das bibliotecas para a aprendizagem dos estudantes. Tem como objetivo geral adaptar o instrumento utilizado na pesquisa Student Learning through Ohio School Libraries do Center for International Scholarship in School Libraries à realidade brasileira e, como objetivos específicos : elaborar uma versão do instrumento americano para o português; verificar se a versão traduzida do questionário está adequada à realidade brasileira com relação ao conteúdo, a estrutura das questões, ao nível de complexidade e linguagem; adaptar o instrumento de maneira que consiga ser aplicado em outras bibliotecas e escolas, não só as participantes desta pesquisa, sem o acompanhamento do pesquisador. Para realização da pesquisa, primeiramente foi realizada uma versão do questionário para o português e submetido a três juízes. Foram feitas pequenas adequações à versão original do questionário. Em seguida foi realizado o estudo Piloto I, aplicando o questionário em turmas de 2º, 3º e 5º ano de ensino fundamental sendo uma escola pública e outra da rede SESI. Analisados os resultados foi feita uma nova versão do questionário e foi realizado o estudo Piloto II, no qual o questionário foi aplicado em todas as turmas de 4º e 5º ano pertencentes a uma escola pública e outra particular. Em ambas as versões foram analisadas questões relacionadas à leitura e interpretação do questionário pelos respondentes, conteúdo, dúvidas sobre o significado das palavras, estrutura, tempo de aplicação e aplicabilidade. Através da análise dos resultados foi verificado que a maior parte das dúvidas e problemas que foram relatados no estudo Piloto I foram sanadas na versão do estudo Piloto II. Acredita-se que o questionário foi em grande parte adequado à realidade e atualidade brasileira, principalmente com relação ao conteúdo. Entretanto ainda há a necessidade de algumas alterações para que haja a correção de alguns pontos, como eliminar dúvidas em algumas questões específicas, diminuir a frequência de respostas em branco e a resistência ou dificuldade das crianças com relação às questões dissertativas. / The impact of school libraries on student learning has not been systematically verified due to the lack of adequate tools, particularly in the national context. This research focuses on tools that allow the verification, demonstration and monitoring of the contributions of the libraries for students' learning. It aims to adapt and validate the instrument used in the Student Learning through Ohio School Libraries research of the Center for International Scholarship in School Libraries to Brazil’s reality. And as specific objectives: to elaborate a version of the American instrument for Portuguese language; to verify if the translated version of the questionnaire is adequate to the Brazilian reality in relation about the content, structure of the questions, level of complexity and language; adapt the instrument so that it can be applied in other schools and libraries, not only the participants of this research, without the accompaniment of the researcher. To conduct this research, the Portuguese language version was first submitted and submitted to three judges. Small adjustments were made to the original version of the questionnaire. The first pilot study was carried out in the 2nd, 3rd and 5th elementary school’s grades and the classrooms were selected at the discretion of the participating schools. The second Pilot study was applied in all 4th and 5th grades classrooms belonging to the schools. In both versions, it were analyzed questions related to the reading and interpretation of the questionnaire, content, meaning of words, structure, time of application and applicability. And the second Pilot study was the result of the changes made based on the analysis of these topics. Through the analysis of the results, it was verified that most of the doubts and problems that were reported in the first pilot study were healed in the second one. We consider that the questionnaire was largely suited to Brazilian reality and actuality, mainly in relation to content. However, there it still need some changes to adequate certain points, such as eliminating doubts on some specific questions, reducing the frequency of blank responses, and the resistance or difficulty of the children in relation to the essay questions.

A tese se originou de uma necessidade particular de garantir espaço para a leitura na escola, uma vez que essa competência é uma ferramenta que oferece ao aluno a possibilidade de transitar por diversas áreas do conhecimento com mais facilidade. Uma escola-residência serviu de contexto para o desenvolvimento de práticas de mediação de leitura aplicadas na oficina Clube de Leitores. Por meio de trocas de impressões e experiências, os alunos percebem a língua portuguesa em uma de suas maiores manifestações: a literatura. No desenvolvimento da pesquisa, verificou-se a progressão em leitura de um grupo de estudantes e como o contato com o texto contribuiu para o aprimoramento do discurso oral e escrito. O trabalho apresenta reflexões a respeito do ensino de língua materna sob a ótica dos gêneros textuais e mostra, ainda, a formação do leitor na escola com base nas orientações curriculares nacionais. Expõe-se a metodologia utilizada no Programa de Leitura da Escola Sesc de Ensino Médio, enfatizando o papel da biblioteca e sua atuação. Observados tais aspectos, propõe-se que outras instituições de ensino sigam passos semelhantes e aproveitem as sugestões citadas para promover a leitura na escola e desfrutar dos benefícios linguísticos que a prática proporciona / The thesis was brought to light due to a particular necessity of guaranteeing enough space for reading at school, since this competence is a tool which offers the students the possibility of transiting through diverse areas of knowledge in a much easier way. A residential school was used in this context to the development of mediating reading practices applied in the Clube de Leitores workshop. By the exchange of impressions and experiences, the students perceive the Portuguese language in one of its biggest manifestations: the literature. During the research development, it was observed the reading progress of a group of students and how the contact with the text contributed to the improvement of oral and written discourses. The present work sets forth reflections regarding mother tongue teaching under the scope of textual genres. In addition to that, it also shows the training of readers based on the national curricular orientations. The methodology used in the Reading Program of Escola Sesc de Ensino Médio is exposed, emphasizing the role of the library and its performance. Taking these aspects into consideration, it is proposed that other educational institutions follow in its footsteps and make the most of the suggestions mentioned with the purpose of promoting reading at schools and profiting from the linguistic benefits that practice provides

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-06-26T14:00:19Z No. of bitstreams: 1 luciaelisagalvaodeoliveiraalves.pdf: 791214 bytes, checksum: 7e780ef599dcfa55ea514a1ad6b4a4d6 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-06-26T14:17:48Z (GMT) No. of bitstreams: 1 luciaelisagalvaodeoliveiraalves.pdf: 791214 bytes, checksum: 7e780ef599dcfa55ea514a1ad6b4a4d6 (MD5) / Made available in DSpace on 2018-06-26T14:17:48Z (GMT). No. of bitstreams: 1 luciaelisagalvaodeoliveiraalves.pdf: 791214 bytes, checksum: 7e780ef599dcfa55ea514a1ad6b4a4d6 (MD5) Previous issue date: 2017-12-21 / A presente dissertação é desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação Pública (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão a ser estudado pretende responder a seguinte questão: de que forma a gestão do CESEC X pode incentivar o uso do acervo literário da biblioteca escolar? O objetivo deste estudo é investigar a utilização do acervo literário da biblioteca pelos alunos e apresentar uma proposta de incentivo à utilização do acervo literário da biblioteca escolar, uma vez que a busca por livros é muita pequena. Assumi como hipóteses para a baixa procura por literatura o fato de que os alunos do CESEC X buscam a escola para concluírem a Educação Básica de forma rápida; a falta de tempo para se dedicarem aos estudos; além da falta de projetos que incentivem a leitura. Para tanto, utilizei como metodologia a pesquisa de caráter exploratório, baseada nos conceitos de autores como Campello (2005), Cosson (2009), Soares (2004) e Souza (2009). Como instrumentos de pesquisa, foram utilizados os documentos e registros da biblioteca, entrevistas com as professoras e com as especialistas, assim como questionários direcionados aos professores orientadores de aprendizagem. Por fim, após análise das entrevistas, na tentativa de oferecer mais qualidade ao ensino oferecido aos alunos, por meio do acervo da biblioteca escolar, o presente estudo apresenta uma proposta de incentivo à utilização do referido acervo. / The following research was developed in the range of the Professional Master degree in Education Management and Evaluation (PPGP) of the Center of Public Policies and Evaluation of Education of the Federal University of Juiz de Fora (CAED/UFJF). The case in study has the objective of answering the question: How can CESEC management increase the literary reading at the school library? The research objective is to investigate the library‟s literary books use by its students. Besides that, the study aims to present a proposal to increase the library‟s literary books use by those students, since the demand for literature is small. We take as a hypothesis: i) the CESEC‟s students have the goal to finish basic education in a fast way; ii) these student have a lack of time to dedicate for study purpose; iii) there are no literary projects inside the school. As methodology, it was used the exploratory research, based on many authors concepts. As research instruments, there were used documents, library registers, interviews with teachers and specialists, and forms, answered by professors and school advisors. To finish, after the interview analysis, this dissertation presents a proposal that aims to increase the library‟s literary books use.

Submitted by Jussara Moore (jussaramoore@id.uff.br) on 2017-02-10T15:08:24Z No. of bitstreams: 1 Dissertação.ElainePP.pdf: 1122973 bytes, checksum: cb1334fb4243ebef9999efc9454b9f57 (MD5) / Approved for entry into archive by Jussara Moore (jussaramoore@id.uff.br) on 2017-02-10T15:35:43Z (GMT) No. of bitstreams: 1 Dissertação.ElainePP.pdf: 1122973 bytes, checksum: cb1334fb4243ebef9999efc9454b9f57 (MD5) / Made available in DSpace on 2017-02-10T15:35:43Z (GMT). No. of bitstreams: 1 Dissertação.ElainePP.pdf: 1122973 bytes, checksum: cb1334fb4243ebef9999efc9454b9f57 (MD5) / A questão principal desta pesquisa é identificar as contribuições do Programa Nacional Biblioteca da Escola (PNBE) para o fortalecimento da Biblioteca Escolar e a formação de leitores em uma escola da rede pública de ensino do município de Niterói. O estudo surgiu da necessidade de compreender como as diretrizes e objetivos do PNBE foram apreendidos pelos gestores e funcionários responsáveis pela biblioteca escolar. Utiliza-se como base teórica a literatura das áreas de Ciência da Informação, Educação, Políticas Públicas e Biblioteconomia. Através da aplicação de uma entrevista semi-estruturada, pretendeu-se entender o desenvolvimento do PNBE no ambiente escolar. Após a análise das respostas obtidas, elas foram comparadas com os dados levantados pela Avaliação Diagnóstica do PNBE, na expectativa de entendermos se os aspectos levantados também se aplicam em Niterói e para descobrir o que mudou desde que essa avaliação diagnóstica foi feita. / The principal point of this research is to identify all the National Program School Library (PNBE’s) contributions to the increasement of the School Library and the readers from public schools at the city of Niteroi. The reason why this study has started was the need to understand the PNBE’s guidelines and goals and how the management of the schools deal with this terms. Information Science and Librarianship literature was used as a theoric basis of this study, besides, Education and Public Policy literature. The research instrument of this study was based on a questionnaire to gather information enough to understand how the PNBE was developed inside the school environment. After analyzing all the information gathered, we intent to figure out if PNBE was well developed and introduced inside the school environment besides. After the analysis of the responses obtained, they were compared with the data collected by the diagnostic evaluation of PNBE, hoping to understand if the issues raised also apply in Niteroi and to find out what has changed since this diagnostic evaluation was made.

The purpose of this study is to describe how a high school student retrieves information in order to write a history research paper, and to investigate the role genre plays in this process of search and paper construction. This study interrogates the conditions under which students are sent to the library to complete research assignments. What is absent from the research of school library use is how the kinds of knowledge expected from the students, and how the kinds of uses and manipulations that information is to be put through are connected to the access and retrieval of information. Because use is the final stage in the information process, this problem is approached by examining the assumptions about language, knowledge, and genre that teachers and students bring to research assignments in the school library. Rhetorical genre theory may be used to construct a representation of information use within an educational setting. Rhetorical genre theory will also be used to determine the method of analysis. By examining a few instances of high school history research, we can begin to systematize the features found beyond the sample to a larger study. An interdisciplinary approach that integrates classification theory, information seeking behavior, and rhetorical practices may help to characterize effective models in information retrieval. This model may provide a structure for understanding how a core set of research tasks utilizes a certain set of genres. / Arts, Faculty of / Library, Archival and Information Studies (SLAIS), School of / Graduate

The purpose of this study is to develop a prototype instrument that may be used in conjunction with the Texas Teacher Appraisal System instrument to appraise the competencies expected of school library media specialists.