Espaço Plural - PPGADT - Pós-Graduação em Agroecologia e Desenvolvimento Territorial (Doutorado)

URI Permanente desta comunidadehttps://repositorio.univasf.edu.br/handle/123456789/157

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Navegando Espaço Plural - PPGADT - Pós-Graduação em Agroecologia e Desenvolvimento Territorial (Doutorado) por Assunto "Competência em informação"

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    Competência em Informação para a EaD: Contribuições para o Processo de Aprendizagem
    (2024-09-16) Silva, Ana Paula Lopes da; Ramos, Jorge Luis Cavalcanti; Duarte, Francisco Ricardo; Marques, Victor Cavalcanti; https://orcid.org/0000-0002-3791-0572; https://orcid.org/0000-0002-6099-6861; https://orcid.org/0000-0002-9102-8273; https://orcid.org/0009-0001-2308-0766
    The workinvestigates the interrelationships between Distance Education and Information Literacy, presenting contributions from the development of informationliteracyto the learning process in distance education. Student learning in distance education is challenging, requiring a set of skills to build autonomy and independent learning, an aspectal so discussed in the field of Information Science, based on information literacy. This competence is related to the ability to search for, use and manage information, making individuals able to search for, interpret and use quality information to build their own knowledge, and is closely related to the objectives of distance education. The research is bibliographical in nature with a qualitative an alysisof the literature retrieved, correlating information literacy standards with competence guidelines for distance education. The research suggests that by acquiring information literacy, individuals change their informational behavior and the way they handle information, making them better able to interpret and construct their learning in distance education.
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    Núcleo informacional do Sistema de Bibliotecas da Universidade Federal do Vale do São Francisco como suporte para a educação a distância e ao desenvolvimento territorial
    (Universidade Federal do Vale do São Francisco, 2025-05-30) Silva, Ana Paula Lopes da; Duarte, Francisco Ricardo; https://orcid.org/0000-0002-9102-8273; http://lattes.cnpq.br/1491869394270803; Ramos, Jorge Luis Cavalcanti; https://orcid.org/0000-0002-6099-6861; http://lattes.cnpq.br/1438322656914569; https://orcid.org/0000-0002-3791-0572; http://lattes.cnpq.br/3373141381698319
    By establishing an educational model not limited to physical space, Distance Education (DE) becomes a timely force for territorial development through the training of social actors. The University Library is an ally in this process by promoting, through information literacy actions, autonomy and independent learning for DE students. Within the context of the Integrated Library System of the Federal University of Vale do São Francisco (Univasf), a gap was identified in services directed at DE and a lack of technological infrastructure to offer informational resources, which limited its performance. In this context, the objective of this research was to develop a virtual informational hub within the library to support the training of DE students in the territories where the institution operates. The Design Science Research methodology was adopted, comprising the following phases: delimitation of context and problem; design and development of the artifact; and the knowledge cycle. In the first phase, a questionnaire was applied to students from five undergraduate DE programs at Univasf regarding library products and services. During the design cycle, a survey was conducted at relevant academic events and among University Library Systems participating in the Open University of Brazil Program. In the theoretical cycle, a literature review was carried out. The results revealed a lack of integration between the library and DE, reflected in limited awareness and use of services, especially training programs. Most of the assessed items received less than 50% positive responses. Students confirmed the need for specific support, with 72% agreement. In the survey of other Library Systems, most, 64.5%, reported not offering DE specific services, limiting their offerings to virtual materials. Only three similar initiatives were identified. As the main outcome of this research, e-Sibi, the DE Information Hub, was developed using the WordPress framework and Scrum methodology. It was organized into three main areas: research and information, training, and user support. e-Sibi was promoted, used, and evaluated by the target audience, showing a significant improvement in students’ perception of Univasf libraries’ engagement in DE and in their knowledge of library products and services. In the evaluation phase, most items received over 50% positive responses. Library service ratings improved from "Fair" to "Excellent". Despite the increased awareness, practical use remains limited, requiring additional actions to encourage effective engagement. The Hub was technically validated by users through the Technology Acceptance Model questionnaire for new technologies, being recognized by DE students with 70% or higher positive response rates as a useful, easy-to-use tool with potential to enhance academic performance. This research reinforces the role of e-Sibi and the University Library in promoting integration and autonomous learning for DE students, with the potential to positively impact territorial development through the improved training of local actors. To achieve this, it is essential to integrate the library into the planning of DE academic activities and community-oriented actions.