Humanism and technology in perspective of information literacy and massmedia
The article analyzes the technological advances in the framework of information and communication in contemporary society, with emphasis on the new technological resources of massmedia and its appropriation by the social subject, highlighting the Brazilian context. On the above, the objective of thi...
| Authors: | , , |
|---|---|
| Format: | article |
| Status: | Published version |
| Publication Date: | 2017 |
| Country: | Brasil |
| Institution: | Federação Brasileira de Associações de Bibliotecários, Cientistas da Informação e Instituições (FEBAB) |
| Repository: | RBBD. Revista Brasileira de Biblioteconomia e Documentação (Online) |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.rbbd.febab.org.br:article/666 |
| Online Access: | https://rbbd.febab.org.br/rbbd/article/view/666 |
| Access Level: | Open access |
| Keyword: | Information literacy. Technological competence. Massmedia. Readingproficiency. Humanism Competência informacional. Competência midiática. Massmedia. Leitura-Proficiência. Humanismo |
| Summary: | The article analyzes the technological advances in the framework of information and communication in contemporary society, with emphasis on the new technological resources of massmedia and its appropriation by the social subject, highlighting the Brazilian context. On the above, the objective of this work, is to reflect about the contradictions between the complex organization of knowledge, considering the various formats and structures provided by the massmedia, and the lack of proficiency of the individual to understand, adapt and transform knowledge. It presents some results of studies conducted on the subject in question, by members of the research group Information Science: Cognition, Mediation and Construction of Knowledge (COGNICIC), from 2010 to 2015. The research results showed that teachers and students didn’t reach a satisfactory level of mastery of skills, digital competences and informational necessary for their use, management and reflective use at school and in society; and also that management problems and lack of school structure and multimedia laboratories have hindered the process of incorporating technology in the classroom and training teachers as multipliers. These results reiterate the argument defended by the COGNICIC that the development of skills and reading skills is a prerequisite for access and participation in collaborative networks of knowledge construction. In theory, overcoming the lag framework will occur if they are designed and implemented educational projects that enhance the formation of critical subjects, creative and protagonists of their autonomy |
|---|