Applying web 2.0 resources to librarianship education
This paper presents brief remarks on the integration of information and communication technologies in librarianship education in Brazil and discusses the pedagogical practice using the technological supports, with emphasis on the use of web 2.0 resources within the process of teaching and learning....
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2013 |
| País: | Brasil |
| Recursos: | Universidade Federal de Santa Catarina (UFSC) |
| Repositório: | Encontros Bibli |
| Idioma: | português |
| OAI Identifier: | oai:periodicos.ufsc.br:article/25749 |
| Acesso em linha: | https://periodicos.ufsc.br/index.php/eb/article/view/1518-2924.2013v18n36p129 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Prática pedagógica Ensino de Biblioteconomia Web2.0 Education practice Librarianship education Web 2.0 |
| Resumo: | This paper presents brief remarks on the integration of information and communication technologies in librarianship education in Brazil and discusses the pedagogical practice using the technological supports, with emphasis on the use of web 2.0 resources within the process of teaching and learning. In order to contribute to such discussion, this paper describes an experiment based on an interactive pedagogical practice developed during the course "Informatics applied to librarianship II" of the Library Science undergraduate program of the Federal University of Alagoas (UFAL), offered in the first semester of 2011. Through a netnographic approach, the comments about the course, posted on the microblogging site Twitter, were monitored in order to investigate the possibility of using Web 2.0 resources as a methodological approach to teaching. In sum, it was identified 514 tweets and profiles sharing (distribution of messages per month, day of week and time of occurrence) and set of talks (mentions, replies and retweets). It can be inferred that the tool used confirms the logic of an action in the context of Web 2.0, respecting its premises of interaction and collaboration, and stimulates participation and engagement of the students towards the discipline. Also, it was noticed a distributive and continuous learning in which the subject discussed surpasses the classroom limitations of space-time, as well as the active involvement and exercise of autonomy by the students. We conclude that reflecting on education in relation to this time of evolving technologies, changes significantly the teaching practices and requires attitudes towards a continuous reformulation of teaching. KEYWORDS: Education practice. Librarianship |
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