Advertisement

Required Skills for Teachers: Information Literacy at the Top

  • Tatiana SanchesEmail author
Conference paper
First Online:
  • 962 Downloads
Part of the Communications in Computer and Information Science book series (CCIS, volume 810)

Abstract

This study seeks to contribute to a reflection on teachers’ training and professional development in the field of information literacy, in Portugal. Aspects regarding teacher training and their role as spreaders of knowledge and multipliers of good practices are problematized. UNESCO’s curriculum for teachers and ACRL guidelines are used methodologically as the central thread of this interpretation. From here we seek to explain how a higher education institution – an Institute of Education, which is devoted to the professional development of educators, including teachers, has engaged in information fliteracy actions through training interventions, in recent years. The study concludes that through sharing and dialogue within the librarian profession, but also within the sphere of education professionals - teachers and trainers - the best training practices in university libraries can be consolidated. Finally, certain points for reflection and debate concerning this theme are proposed.

Keywords

Information literacy Teacher education Librarian teacher cooperation Higher education Portugal 
This is a preview of subscription content, log in to check access.

References

  1. 1.
    European Parliament and the Council: Recommendation of the European Parliament and the Council of 18 December 2006 on key competences for lifelong learning. In: Official Journal of the European Union, L394 (2006)Google Scholar
  2. 2.
    Persson, M.: A vision of European teaching and learning: perspectives on the new role of the teacher. The Learning Teacher Network, Karlstad (2006)Google Scholar
  3. 3.
    Ala-Mutka, K., Redecker, C., Punie, Y., Ferrari, A., Cachia, R., Centeno, C.: The future of learning: European teachers’ visions. In: Report on a Foresight Consultation at the 2010 eTwinning Conference, Seville, February 2010Google Scholar
  4. 4.
    Flores, M.A., Coutinho, C.: Formação e trabalho docente: tendências e desafios atuais. De Facto, Sto. Tirso (2014)Google Scholar
  5. 5.
    Perrenoud, P.: Dix nouvelles compétences pour enseigner: invitation au voyage. ESF, Paris (1999)Google Scholar
  6. 6.
    Conceição, C., Sousa, O.: Ser professor hoje: o que pensam os professores das suas competências. Revista Lusófona de Educação 20, 81–89 (2012)Google Scholar
  7. 7.
    McGill, L.: Transforming curriculum delivery through technology: JISC Programme Synthesis Report (2011). http://www.jisc.ac.uk/media/documents/programmes/curriculumdelivery/curriculumdeliveryfinalreport.pdf. Accessed 24 Apr 2017
  8. 8.
    ALA: Information Literacy Competency Standards for Higher Education. Association of College and Research Libraries, American Library Association, Chicago (2000). http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf
  9. 9.
    Esteves, M.: Construção e desenvolvimento de competências profissionais dos professores em contexto de aprendizagem em rede. In: Pryjma, M.F., Oliveira, O.S. (eds.) O desenvolvimento profissional docente em discussão, pp. 23–46. UTFPR, Curitiba (2016)Google Scholar
  10. 10.
    ALA: Information Literacy Standards for Teacher Education. Association of College and Research Libraries, American Library Association, Chicago (2011). http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/ilstandards_te.pdf
  11. 11.
    UNESCO: Media and Information Literacy: Policy and Strategy Guidelines. UNESCO, Paris (2013). http://unesdoc.unesco.org/images/0022/002256/225606e.pdf
  12. 12.
    UNESCO: Global Media and Information Literacy Assessment Framework: Country Readiness and Competencies. UNESCO, Paris (2013). http://www.uis.unesco.org/Communication/Documents/media-and-information-literacy-assessment-framework.pdf
  13. 13.
    Wilson, C. et al.: Media and Information Literacy Curriculum for Teachers. UNESCO, Paris (2011). http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/media_and_information_literacy_curriculum_for_teachers_en.pdf
  14. 14.
    Huang, R., Yang, J.: Digital learners and digital teachers: challenges, changes, and competencies. In: Spector, J.M., Ifenthaler, D., Sampson, D.G., Isaías, P. (eds.) Competencies in Teaching, Learning and Educational Leadership in the Digital Age, pp. 47–56. Springer, Cham (2016).  https://doi.org/10.1007/978-3-319-30295-9_4 CrossRefGoogle Scholar
  15. 15.
    Schrum, L., Niederhauser, D.S., Strudler, N.: Competencies, challenges, and changes: a US perspective on preparing twenty-first century teachers and leaders. In: Spector, J.M., Ifenthaler, D., Sampson, D.G., Isaías, P. (eds.) Competencies in Teaching, Learning and Educational Leadership in the Digital Age, pp. 17–32. Springer, Cham (2016).  https://doi.org/10.1007/978-3-319-30295-9_2 CrossRefGoogle Scholar
  16. 16.
    Kovalik, C.L., Jensen, M.L., Schloman, B., Tipton, M.: Information literacy, collaboration, and teacher education. Commun. Inf. Literacy 4(2), 145–169 (2010)CrossRefGoogle Scholar
  17. 17.
    Earp, V.: Integrating information literacy into teacher education: a successful grant project. Behav. Soc. Sci. Librarian 28(4), 166–178 (2009)CrossRefGoogle Scholar
  18. 18.
    Kokic, I.B.: Information literacy for future teachers. World J. Educ. 2(1), 45–54 (2012)CrossRefGoogle Scholar
  19. 19.
    Bougatzeli, E., Togia, A., Papadimitriou, E.: Developing an information literacy course for teacher education students in Greece. Int. J. Lit. 21, 17–26 (2015)Google Scholar
  20. 20.
    Silva Neto, C.E., Freire, G.H.A.: Competência em informação: relato de experiência. RACIn 2(2), 44–63 (2014)Google Scholar
  21. 21.
    Gendina, N.: Integrating the personal information culture concept and the idea of media and information literacy offered in the UNESCO curriculum for teachers: experiences of Russia and Uzbekistan. In: Kurbanoğlu, S., Boustany, J., Špiranec, S., Grassian, E., Mizrachi, D., Roy, L., Çakmak, T. (eds.) ECIL 2016. CCIS, vol. 676, pp. 543–554. Springer, Cham (2016).  https://doi.org/10.1007/978-3-319-52162-6_54 CrossRefGoogle Scholar
  22. 22.
    Alves, F.M.M., Varela, A.V.: Formação de formadores em Media and Information Literacy (MIL) para países lusófonos africanos. Revista Brasileira de Biblioteconomia e Documentação. 13(n. especial), pp. 254–271 (2017)Google Scholar
  23. 23.
    Shipman, T., Bannon, S.H., Nunes-Bufford, K.: The information-seeking habits of in-service educators. Coll. Res. Libr. 76(2), 120–135 (2015)CrossRefGoogle Scholar
  24. 24.
    Perzycka, E.: Teacher’s learning processes of information competences in the network society – proposed theoretical model and methodological solutions. New Educ. Rev. 40(2), 180–188 (2015)Google Scholar
  25. 25.
    Loss, A.S., Caetano, A.P.V., Ponte, J.P.: Formação de Professores no Brasil e em Portugal: pesquisas, debates e práticas. Annris, Curitiba (2015)Google Scholar
  26. 26.
    Silva, C.: Tornar-se professor ou o itinerário formativo: entre formação inicial, indução profissional e formação contínua. In: Flores, M.A., Carvalho, M.L., Silva, C. (eds.) Formação e aprendizagem profissional de professores: contextos e experiências, pp. 17–40. De Facto, St. Tirso (2016)Google Scholar
  27. 27.
    Cannas, A.C., Moreira, J.A.: O perfil profissional docente em contextos educativos diferenciados. Whitebooks, St. Tirso (2015)Google Scholar
  28. 28.
    Association of College and Research Libraries [ACRL]: Framework for information literacy for higher education (2015). http://www.ala.org/acrl/standards/ilframework
  29. 29.
    McGill, L.: Transforming curriculum delivery through technology: JISC Programme Synthesis Report (2011). http://www.jisc.ac.uk/media/documents/programmes/curriculumdelivery/curriculumdeliveryfinalreport.pdf

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.Institute of EducationLisbon UniversityLisbonPortugal

Personalised recommendations

Cite paper

Buy options