Modelo de avaliação diagnóstica em Competência em Informação para bibliotecas universitárias

Abstract

This study proposes a diagnostic assessment model for Information Literacy (IL) in university libraries, designed to serve as a strategic tool for prospecting planning actions within this context. The advancement of Information and Communication Technologies (ICTs) has led to significant changes in information management – from production to use – presenting challenges for acquiring technical skills and creating a need to critically recognize information, misinformation, and related topics. Consequently, university libraries have had to adapt and consolidate their user training and education services to foster the development of IL. For these programs to be effective and consolidated, they must be institutionally integrated. Diagnostic assessment to identify the actual state of this context requires a systematized model to support the collection of necessary information – a need that was not met by existing models identified during the preliminary survey of this research. Thus, the general objective of this study was to propose a diagnostic assessment model for IL in university libraries. The specific objectives were: to map existing IL diagnostic assessment models and instruments; to identify requirements for diagnostic assessment in this context; to systematize a validated IL diagnostic artifact; and to outline IL knowledge trails for university libraries. Methodologically, this is an exploratory and descriptive qualitative study that utilized Design Science Research (DSR) to develop the artifact. Validation was conducted through a case study at the Library System of the Federal University of Amazonas. The research resulted in a diagnostic assessment model structured upon four pillars, including their requirements and descriptions, represented by a matrix pyramid. The model was validated and evaluated by experts as highly useful for the diagnostic assessment of IL in university libraries.