Information Literacy Standards

analysis through categories of information and communication skills

Authors

DOI:

https://doi.org/10.26512/rici.v15.n2.2022.41328

Keywords:

Information literacy standards, Communiction skills, Information skills

Abstract

This article analyzes the information literacy standards promoted by international institutions. For this, a bibliographic and documentary research was carried out and five information literacy standards for higher education were retrieved, which are the Information Literacy Competency Standards for Higher Education, the Framework for Information Literacy for Higher Education, the Information Literacy Standards, the Australian and New Zealand Information Literacy Framework and the Seven Pillars. For the comparative analysis, categories of information and communication skills were used as parameters. The results show that there is a considerable incidence of information literacy, represented by the following categories: access, analysis and evaluation of information. However, regarding communication skills, the standards only occasionally establish related parameters. Thus, it was possible to identify, through analysis, the similarities and advances between the standards, in addition to inferring the need to improve all of them, considering the evolutionary aspects of society.

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Author Biographies

Keyla Santos, Universidade do Estado da Bahia, Programa de Pós-Graduação em Educação e Contemporaneidade, Salvador, BA, Brasil

Doctoral Student in Education (PPGEDUC-UNEB); Master in Information Science from Universidade Federal da Bahia (2018). Archivist graduated from Universidade Federal da Bahia. Pedagogue graduated from the Universidade do Estado da Bahia. Member of the Research Group on Education, Technologies, Distance Education and Curriculum (ForTEC-UNEB) and participates as a volunteer in the Study Group on the Political Economy of Information, Communication and Knowledge (GEPICC - UFBA).

Jussara Borges, Universidade Federal do Rio Grande do Sul, Programa de Pós-graduação em Ciência da Informação, Porto Alegre, RS, Brasil

Jussara Borges has a degree in Library Science from Universidade Federal do Rio Grande do Sul (1997), a Master's in Information Science (2005) and a Ph.D. in Contemporary Communication and Culture (2011), both from Universidade Federal da Bahía. She did a doctoral internship at Universidade de Aveiro, Portugal (2010) and a postdoctoral internship at Universidad Carlos III de Madrid (2016). She is a permanent professor at the Postgraduate Programs in Information Science at Universidade Federal da Bahía (PPGCI-UFBA) and at Universidade Federal do Rio Grande do Sul (PPGCIN-UFRGS).

Vanessa Inácio de Souza de Souza, Universidade Federal do Rio Grande do Sul, Programa de Pós-graduação em Ciência da Informação, Porto Alegre, RS, Brasil

Vanessa I. de Souza has a degree in Library Science (1999) and a Specialization in University Library Management (2009) from Universidade Federal do Rio Grande do Sul (UFRGS). She is a Master's Degree candidate in Information Science at PPGCIN / UFRGS (2020-2022).

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Published

2022-08-22

How to Cite

Santos, K., Borges, J. ., & Souza, V. I. de S. de. (2022). Information Literacy Standards: analysis through categories of information and communication skills. Revista Ibero-Americana De Ciência Da Informação, 15(2), 452–472. https://doi.org/10.26512/rici.v15.n2.2022.41328

Issue

Vol. 15 No. 2 (2022): Revista Ibero-americana de Ciência da Informação

Section

Artigos

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Copyright (c) 2022 Keyla Santos, Jussara Borges, Vanessa Inácio de Souza de Souza

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