Educação para o desenvolvimento da competência em informação nas instituições de ensino superior em Moçambique: experiências, ações e visões sobre as práticas na perspectiva de bibliotecários e docentes

Abstract

Information literacy (IL) is universally considered as a fundamental learning process that requires a creative approach from those willing to teach it, aimed at developing, in students, skills that allow them to assume a reflective, critical, creative approach around the search and responsible use of information. Librarians are an important part of this educational process, and partnerships with other professionals are necessary for information education and the development of IL to be more integrative. The research aimed to explore the understanding and incorporation of IL practices in higher education institutions (HEIs) in Mozambique. It is developed from the perspective of the faculty, in the context of disciplines, and of librarians, in the context of actions and initiatives offered by libraries. It is developed to identify contributions for the development of IL and for a possible collaborative work between these actors - with a view to enhancing student learning. From the methodological point of view, the research is characterized as exploratory and descriptive, conducted through a case study developed from a limited sample of three higher education institutions Chimoio city. It had as participating subjects the faculty and librarians of these institutions. An online questionnaire prepared on the Google Forms platform was used as data collection instruments, applied to a convenience sample composed of seventy-one (71) lecturers, distributed by three researched institutions, and an intentional sample formed by four (4) librarians College students. The design of this study was more comprehensive in terms of approach, integrating mixed methods QUAN (+ qual) in data collection and analysis. Data analysis was performed using descriptive statistics, presented through tables, graphs, frequencies and percentages. The results showed that 32 (45.1%) were familiar with the term information literacy and 27 (38.0%) were unaware of the term, yet more than half 53 (74.6%) understood the meaning of the term information literacy and incorporated IL contents into their teaching practice. Both lectures and librarians, most of them were not familiar with ACRL's IL instruments (2000 Standards and 2015 Framework). It was also verified that the lectures determine the execution of tasks or information activities to their students with the objective of familiarizing them with academic research and the development of IL, and group work was the most indicated as the preference of these lectures. However, although the lecturers have incorporated IL content into their disciplines, most of them indicated that students' information skills remained at a basic knowledge level in all categories and that IL practices are not frequently applied in the making of assignments. academics. As for current practices or actions aimed at IL in the researched libraries, all stated that they practice activities aimed at IL, however, librarians were also not familiar with ACRL IL instruments (Standards of 2000 and Framework of 2015), which, internationally, are seen as a working tool for the librarian. The nature of the IL practices offered by librarians are basic and developed through orientation initiatives on library services and user education in the face-to-face modality, the former being preferred among librarians. There was an absence of systematic programs aimed at information literacy, and an absence of collaborative work between librarians and lecturers within the scope of IL. However, it was found that lectures and librarians cooperate in the areas of collection development and library guidance, activities that occur when requested by the faculty. This study allowed mapping the current stage of IL practices in the researched institutions and the results provide information that, potentially, can help the researched institutions – more particularly the lectures of these and other institutions – in the reformulation of their teaching practices and in raising awareness about the importance of IL and the benefits it can bring to students and teachers. The results may also help librarians to rethink their current practices and the way they are instituted, suggesting that they further expand their actions by placing them in a more holistic context. However, for this to happen, it is necessary to invest in the continuing education of librarians in the area and in-depth training around learning theories so that, with an integrated base in these two fields, they can choose the teaching method that best suits them and fit its context. It is believed that this study may contribute positively to raising awareness and promoting the development of IL in the Mozambican context.