Dudziak Ifla 2006

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Dudziak Ifla 2006

  1. 1. Information Literacy as an Emancipatory Process Directed to Social Inclusion in a Knowledge Society Elisabeth Adriana Dudziak University of Sao Paulo Brazil World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  2. 2. Summary <ul><ul><li>Introduction </li></ul></ul><ul><ul><li>Information Literacy Concept </li></ul></ul><ul><ul><li>Latin American Scenario </li></ul></ul><ul><ul><li>Autonomy and Critical Literacy </li></ul></ul><ul><ul><li>Information Literacy as an emancipatory process </li></ul></ul><ul><ul><li>Final comments </li></ul></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  3. 3. Objective <ul><ul><ul><ul><ul><li>This paper aims to investigate Latin American information literacy movement </li></ul></ul></ul></ul></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  4. 4. Introduction <ul><ul><ul><ul><ul><li>The social cohesion and social inclusion are important issues </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Globalization has a perverse effect </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Local identities and networking have been valorized </li></ul></ul></ul></ul></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  5. 5. <ul><ul><ul><ul><ul><li>Cultural identities need to be preserved </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Information, knowledge, ethics and values become essential </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Empowering people to actively control their lives and participate as citizens became an imperative </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Information literacy is conceived as a prerequisite for effectively participating in the Knowledge Society </li></ul></ul></ul></ul></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  6. 6. Information Literacy Concept <ul><ul><ul><ul><ul><li>Despite the existence of different concepts of information literacy, all of them converge to a common denominator: </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>the attempt to build </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>emancipated human beings </li></ul></ul></ul></ul></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  7. 7. Information Literacy Concept <ul><li>Three Levels of Complexity </li></ul><ul><ul><li>information emphasis </li></ul></ul><ul><li>2. knowledge emphasis </li></ul><ul><li>3. learning emphasis </li></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  8. 8. Information Literacy Concept
  9. 9. Latin American Scenario <ul><ul><ul><ul><ul><li>Dictatorial regimes, military problems, individual freedom restrictions, and a lot of episodes of absence of the full citizenship exercise </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Instead of weakening the social links, that adverse situation leads to the strengthening of relations </li></ul></ul></ul></ul></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  10. 10. Latin American Scenario <ul><ul><ul><ul><ul><li>As in other regions, in Latin American reality different concepts of information literacy coexist </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Despite this, it seems that Latin American librarians developed a proper agreement of the concept </li></ul></ul></ul></ul></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  11. 11. Latin American Scenario <ul><ul><ul><ul><ul><li>1990s: focused on the provision of the necessary infrastructure of information technology and telecommunications </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Many information literacy programs emphasize computer and digital literacy </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Telecenters, Infocenters and Computers in Schools have been promoted, with help of teachers and librarians </li></ul></ul></ul></ul></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  12. 12. Latin American Scenario <ul><ul><ul><ul><ul><li>But... </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>There is a concentration in immediate results </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Education tends to be instrumental and functional </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Libraries are not specially important for many authorities </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>The increment of investments in education, libraries and reading activities is imperative. </li></ul></ul></ul></ul></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  13. 13. Latin American Scenario <ul><ul><ul><ul><ul><li>Initiatives around information literacy in Latin America countries have been growing </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>In Latin America, information literacy seems to have been conceived as an emancipation process promoted by learning, based on Freirean vision </li></ul></ul></ul></ul></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  14. 14. Latin American Scenario <ul><ul><ul><ul><ul><li>Librarians began information literacy programs, mainly in universities and schools. </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Papers about the theme are spread in internet </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>The social impact of information literacy seems to be the major issue </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>The librarians’ social responsibility has been an emergent topic. </li></ul></ul></ul></ul></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  15. 15. Latin American Scenario
  16. 16. Autonomy and Critical Literacy <ul><ul><ul><ul><ul><li>In the Freirean vision, critical literacy has been built upon the idea of enhancing individual autonomy, according to an emancipatory process. </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>It is necessary be aware of reality. </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>In doing so, the next step is to develop critical awareness of reality. </li></ul></ul></ul></ul></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  17. 17. Autonomy and Critical Literacy <ul><ul><ul><ul><ul><li>In Professor Paulo Freire's life work, pedagogy was a fundamental cornerstone, starting with the Pedagogy of Oppressed (1972) among other works. </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Each and every educational action is a political act to help people become more aware of their position in the world, in order to actively participate in the history and in the transformation of reality. </li></ul></ul></ul></ul></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  18. 18. Autonomy and Critical Literacy <ul><ul><ul><ul><ul><li>Learning is a constructivist process owned by the learner. </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>This process can be facilitated by the teacher or educator in interaction with the apprentice. </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Educators can learn together with their students, as a mediators of learning </li></ul></ul></ul></ul></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  19. 19. Autonomy and Critical Literacy <ul><ul><ul><ul><ul><li>Mediation applied to pedagogy is built upon intentionally, reciprocity, and aims at the transformation and valorization of the individual. </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>The apprentice can be an emancipated, independent citizen. </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>The central idea is to be in the world, as product and producer of reality. </li></ul></ul></ul></ul></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  20. 20. Information Literacy as an emancipatory process <ul><ul><ul><ul><ul><li>Information literacy can be conceived as a constructionist process of meaning creation through information and knowledge. </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Different dimensions: skills dimension, cognitive dimension, values, political and ethical dimension. </li></ul></ul></ul></ul></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  21. 21. Information Literacy as an emancipatory process <ul><ul><ul><ul><ul><li>The locus of information literacy activities has tended to shift </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>from functionalist approaches... </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>...towards the acknowledgement of broader concerns that encompass the entire individual (holistic approach). </li></ul></ul></ul></ul></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  22. 22. Information Literacy as an emancipatory process <ul><ul><ul><ul><ul><li>Dialectic learning model based on a recursive dialog between men and reality, action and reflection. </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>As a phenomenological process, information literacy can only occurs in a particular context of learning, at a specific moment, centered in an individual. </li></ul></ul></ul></ul></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  23. 23. Final Comments <ul><ul><ul><ul><ul><li>A change in both the library paradigm and in the librarian paradigm is absolutely necessary. </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>It is necessary.... </li></ul></ul></ul></ul></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  24. 24. Final Comments <ul><ul><ul><ul><ul><li>a pro-active vision </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>valorization of the dialog with the community; </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>valorization of the local identities; </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>democratization of access, both physically and intellectually, to information; </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Librarians and educators are conceived as mediators and social transformation agents. </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Librarians must to awake for their political action. </li></ul></ul></ul></ul></ul>World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  25. 25. World Library and Information Congress / 72nd IFLA General Conference and Council, eoul, August 2006
  26. 26. Parcial View of Sao Paulo campus
  27. 27. Thank you

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