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- Changing roles for research and Information skills development: librarians as teachers, researchers as learnersPublication . Sanches, TatianaUniversity libraries have been dealing with the training needs of their users for a long time. Today, this need continues to be pressing with day to day immersion in print and digital information and the transformations of the tools for its access. Librarians play a fundamental pedagogical role for teachers and researchers who are urged by the Open Science movement to acquire new information skills. They develop information literacy training adapted to these needs. The paper presents a case study that explains three pedagogical paths: tutorial support for teachers and researchers in their daily lives; the provision of electronic resources and training for its proper use; and the development and dissemination of an online publication that seeks to improve their knowledge and practice skills related to Open Science. The actions that librarians can develop are vital because they are the basis for the creation and application of cross-curricular skills in lifelong learning, so necessary for teachers and researchers who need to quickly adapt to new information contexts.
- Designing strategies and actions to support open science: building capacity in an academic institutionPublication . Lopes, Carlos; Antunes, Maria Da Luz; Sanches, TatianaIntroduction: The access of information to new learning devices, the ability to interconnect with libraries and repositories without barriers of time or space, and the way in which information is processed and made available highlight the urgency of reflection and access to the production and dissemination of scientific production by its stakeholders. To address these issues, academic institutions, together with their libraries, can devise and develop strategies that enable them to make fuller use of these resources, assisting them to interact with the Open Science movement with greater autonomy and effectiveness. Aim of the study: A curricular proposal for a postgraduate course targeted at researchers, science managers, and information professionals is presented, given the gap in higher education offer in this area in Portugal. Methods: A literature review was performed and a proposal for a postgraduate course was developed, based on the international FOSTER project. Results: The course has been structured in contents that aim to fulfill the objective of disseminating Open Science best practices in the context of higher education, articulated with information literacy. The subjects, distributed by semester, workload. and ECTS, are adaptable to the needs of teaching and dissemination, ensuring the training of researchers, science managers, and information professionals in skills appropriate for navigating this movement. Conclusions: The proposed postgraduate course aims to reinforce the importance of building the capacity and best practices’ training of stakeholders within Open Science.
- Literacia da informação: O primeiro degrau para a ciência abertaPublication . Antunes, Maria Da Luz; Sanches, Tatiana; Lopes, CarlosIntrodução – No ensino superior, bibliotecários e professores têm desenvolvido estratégias para apoiar o desempenho académico dos estudantes, particularmente no respeitante às competências de literacia da informação, as quais são consideradas como uma poderosa ferramenta de intervenção na esfera da produção do conhecimento. Também a Ciência Aberta, centrada no eixo pesquisar fontes abertas/organizar dados abertos/publicar em acesso aberto, sobrevive das mesmas competências e dos mesmos saberes. Objetivos – O objetivo deste estudo é fazer uma reflexão sobre a missão das bibliotecas de ensino superior e o seu contributo para a Ciência Aberta, enquanto fonte e resultado da investigação científica, do ensino e da aprendizagem, através do fornecimento de competências de literacia da informação. Métodos – Revisão da literatura sustentada nos eixos da literacia da informação e da Ciência Aberta, compreendendo: a) seleção de três estudos de caso, desenvolvidos por bibliotecários e bibliotecas de ensino superior em Portugal no fomento de boas práticas e no fornecimento de competências que envolvam o saber pesquisar, selecionar, avaliar e utilizar a informação; b) seleção de um programa europeu de formação para doutorados e investigadores sobre literacia da informação e seu impacto na Ciência Aberta. Resultados/Conclusões – Os três estudos, desenvolvidos em comunidades académicas, apontam para: a) a necessidade de orientar a aprendizagem individual dos estudantes com a aprendizagem guiada por um docente; b) as competências de literacia da informação devem ser incluídas e desenvolvidas nos planos de estudo; c) a literacia da informação está associada ao ciclo de produção, comunicação, recuperação e utilização do conhecimento. O desenho curricular do programa FOSTER segue o mesmo conceito de formação de profissionais autónomos, reflexivos e críticos, à semelhança dos estudos de caso apresentados, capacitando doutorandos e investigadores para a investigação e para a divulgação dos dados científicos em acesso aberto. A literacia da informação, em conclusão, assume-se como uma ferramenta de aprendizagem essencial para o desenvolvimento da Ciência Aberta, potenciando o entendimento crítico dos conteúdos, a par do desenvolvimento e do progresso da investigação.
- Perceptions of LIS professionals on ACRL framework: understanding and fostering concepts, skills and attitudes in academic studentsPublication . Sanches, Tatiana; Antunes, Maria Da Luz; Lopes, CarlosThe recently translated Framework for Information Literacy for Higher Education is generating considerable interest among Portuguese professionals. As pedagogical approaches and constructivist learning gain prominence, librarians are recognizing the crucial role they play in facilitating research skills, employing diverse pedagogical methods, and fostering information literacy as essential elements of education. This study, conducted as part of a national project focused on information literacy for academic students, aims to analyze Portuguese librarians' perceptions regarding the translated Framework. Through an extensive literature review and an online survey, the initial findings indicate that librarians possess a basic understanding of the topic while demonstrating a strong commitment to acting. Building upon the translated Framework, pedagogical materials and training opportunities have been introduced. As information literacy programs continue to be integrated, implemented, and evaluated in libraries and academic curricula, the Framework serves as a valuable reference document for information professionals and educators, offering inspiration and guidance.
- Open Science and information literacy: case study at a research centerPublication . Antunes, Maria Da Luz; Lopes, Carlos; Sanches, TatianaIntroduction – The Recommendations for Higher Education Libraries in Portugal are published in 2016. To build a relationship of trust and partnership between libraries, their professionals and researchers were one of their prerogatives. Both have acquired skills in supporting research, publication, and dissemination. In the same year, the Applied Psychology Research Center Capabilities & Inclusion Research Unit (APPsyCI) decided to incorporate, in all its areas of activity, a research line within Open Science articulated with information literacy. Methods – The APPsyCI has implemented the Open Science assumptions through several actions: repository management, teacher and researcher training, support for choosing the journals where to publish, dissemination, and promotion of scientific knowledge within FAIR principles. Results – Investment in main areas: Open Science and innovation in research; civic engagement and educational development; information literacy in higher education, where the study and application of academic and information skills based on the Open Science principles translate into a collaborative and transparent dissemination strategy, enhancing knowledge transfer and its practical use for the benefit of people and society. The social impact of the research line provides some light on the national landscape for research innovation and broadens horizons and sheds when combining information literacy with Open Science. The cross-sectional nature of this has resulted in a set of national networks and working groups; a postgraduate course in Health Literacy; the first Portuguese-language ebook published in Portugal on information literacy in higher education; workshops, seminars, and webinars were carried out in information literacy; collaboration on the Open Science Training Handbook translation to the Portuguese language; participation of the team members in national (APBAD, APDIS) and international scientific committees (ConfOA, EAHIL, ECIL, TEEM). Similarly, this work already has main outcomes: articles, book chapters, proceedings paper, among others. In the near future, the research line aims to: encourage researchers to join the Open Science movement; increase effective partnerships between researchers, information professionals, librarians, science managers, institutions, and funding agencies; invest in information professionals skills development, data management, and creativity (postgraduate course in information literacy – work in progress); play special attention to specific projects and specific social implementations of information literacy and Open Science. Conclusions – The creation of this research line within APPsyCI shows that the association of Open Science with information literacy can be considered as the path and objective (middle and end) of applied research. This is, therefore, a civic and scientific commitment to educational and investigative development; this embraces the challenges that have reconfigured the teaching/learning and science dynamics in higher education.
- International standards for information literacyPublication . Sanches, Tatiana; ML, Antunes; Lopes, CarlosLibrarians working in higher education want to support students in the pursuit of their academic work, based on the good use of information. To this end, they need to know the emerging pedagogical changes that they can take advantage of when designing their courses, integrating this knowledge into a more segmented, clear, and objective training offer, based on international references, published in the last decades, since the ACRL Standards, until the ACRL Framework. The attention given to these documents can prepare librarians for the necessary updating of skills, supporting innovation, and best practice achievement. This paper aims to systematise the evolution of concepts and practices of information literacy guidelines in higher education and identify their inspiration for the creation of Portuguese guidelines. An exploratory inventory of international information associations was carried out to identify information literacy guidelines. The content analysis of these guidelines allowed the identification of pedagogical trends in the performance of libraries and their professionals. The analysed contents show an interpretative evolution of the guidelines, converging in the ACRL Framework and the contents of the Portuguese recommendations for academic libraries for the period 2020–2022. It is evident that updating skills for librarians requires not only an awareness of sector trends, but also transforming them into good practice and recommendations appropriate for the national context.
- Perceptions of LIS Professionals on ACRL Framework: Understanding and Fostering Concepts, Skills and Attitudes in Academic StudentsPublication . Sanches, Tatiana; Antunes, Maria Da Luz; Lopes, CarlosThe recently translated Framework for Information Literacy for Higher Education is generating considerable interest among Portuguese professionals. As pedagogical approaches and constructivist learning gain prominence, librarians are recognizing the crucial role they play in facilitating research skills, employing diverse pedagogical methods, and fostering information literacy as essential elements of education. This study, conducted as part of a national project focused on information literacy for academic students, aims to analyze Portuguese librarians' perceptions regarding the translated Framework. Through an extensive literature review and an online survey, the initial findings indicate that librarians possess a basic understanding of the topic while demonstrating a strong commitment to acting. Building upon the translated Framework, pedagogical materials and training opportunities have been introduced. As information literacy programs continue to be integrated, implemented, and evaluated in libraries and academic curricula, the Framework serves as a valuable reference document for information professionals and educators, offering inspiration and guidance.
- Improving research and learning in higher education in portugal: Digital resources, e-books, and a discovery system as enabling factors for studentsPublication . Sanches, TatianaThis article describes a library’s implementation of digital resources for research, teaching, and learning at a higher education institution in Portugal. A school specializing in education and teacher education established strategic performance areas related to digital resources for the fulfillment of its mission, which included some functions of the academic library. The library implemented a discovery system, and the school invested in a wider range of resources, including e-books, both acquired and institutionally published. The library’s training programs were also revised to promote the new system and electronic resources. This case study describes how an academic library in Portugal responded to institutional needs, illustrating how libraries everywhere must connect to the larger vision and demonstrate value through technologies, integrating digital and print resources to provide access built around users’ needs.
- Open science and information literacyPublication . Antunes, Maria Da Luz; Lopes, Carlos; Sanches, TatianaThe APPsyCI, a Portuguese research center, decided to incorporate, in all its areas of activity, a research line within Open Science articulated with information literacy (IL). The Open Science assumptions were implemented through several actions: repository management, teacher and researcher training, support for choosing the journals where to publish, dissemination, and promotion of scientific knowledge within FAIR principles. The social and academic impact of the research line provides some light on the national landscape for research innovation and broadens horizons and sheds when combining IL with Open Science. Thus, the creation of this research line within the research center shows that the association of Open Science with IL can be considered as the path and object of applied research.
- Problem-based learning in a flipped classroom: a case study for active learning in legal education in international lawPublication . Oliveira, Heloísa; Sanches, Tatiana; Martins, JoãoHigher education in law should develop students’ skills such as working collaboratively, communicating, and influencing others through critical legal reasoning. Traditional legal education is partially based on active learning methods, but problem-based learning (PBL) is still relatively rare, with a comparatively smaller number of field applications reported in available literature, and no reports of its use of in legal education in Portugal. This paper describes the application of the problem-based learning method to an Erasmus class of International Public Law in a Portuguese university, during an academic semester. The method was applied to half of the classes, with the remaining half being taught using traditional methods. Students’ perceptions and preferences for the different methods were assessed through surveys. In general, our results offer novel insights into the effectiveness of PBL, suggesting that student perceptions of the PBL method depend on their social skills, previous knowledge of the topics, and personal preference. Considering experiences from previous years, the teacher’s assessment is that using PBL methods allowed for feedback and closer follow-up on the students’ progress and created the opportunity for the development of relevant skills, which would otherwise be excluded from the classroom. These results, as well as limitations, are discussed.