Leitura e letramento informacional: uma revisão de literatura

Abstract

The current bibliographic review was prompted by an empirical disquiet experienced throughout heated in-class discussions during the librarianship course offered at the Universidade Federal the Minas Gerais (UFMG), discussions which were born of an evident discomfort and resistance to reading and of assimilation, assessment and interpretation difficulties, combined with a lack of academic paper production that are compatible and harmonic with established standards. The research peremptorily reveals that reading problems affect individuals from basic levels of education and literacy, all the way through college, where such deficit is fruit of a fragmented and irreversibly flawed educational process. The indivisibility of the concepts of alphabetization and literacy should make it possible to extend signification in guaranteeing the consecutiveness of informational literacy. However, it is disclosed that the current literacy deficit is the missing part in the equation informational literacy is incapable of solving. The papers development was grounded on Shirley Behrens paper (1994) which expatiates on the origin and development of the concept of informational literacy. Following the methodology used by the aforementioned author, we seek to develop the concepts hereby analyzed concatenating the bibliographic review in periods, seeking ultimately to expand their meaning and signification.