Letramento digital e letramento informacional na literatura nacional e internacional em língua inglesa

Abstract

In the last decade, there has been a growing interest in studies related to information literacy and digital literacy in the national literature and international, in the English language, which is reflected mainly in the number of publications on these topics. The purpose of this study is to compare national and international academic production, the concepts, uses and the relationship between digital literacy and information literacy. In order to achieve the objectives proposed in this investigation followed the methodological guidance of a exploratory research. Thus, the exploratory nature of the study we now realized, was to research the technical literature. The review of brazilian literature, conducted by collecting data from secondary sources, had as its basic source the scientific production published in the open-access vast collection database of theses and scientific journals from CAPES/MEC. For the search we choose to use the following usual descriptors referring to the studied subjects: "letramento informacional", "letramento da informação", "competência informacional" and "letramento digital". The data collection on national papers, initially, was based on two reference sources: essays and theses in graduate programs and the articles published in major journals in the field of education, linguistics and information science in the period between 2007 and 2010. A review of international literature in English was performed by searching the Internet for free open access scientific productions in online bookstores, using the keywords "digital literacy" and "information literacy . The results show digital literacy and information literacy as terms complex and largely unexplored both in academia and in the national literature in the field of education. In several English-speaking countries such as United States, Australia and England, both terms are familiar concepts throughout the professional literature and in university life. Besides, on the rest of the world, the literature emphasizes, above all, the paradox verified about information literacy and digital literacy as key concepts, on a politicized view, to digital informatized society, on a educational point of view the progress are scarce. The concept of digital literacy has come up with an approach very close to the information literacy of that season. Both the concept of information literacy as digital literacy involved were made with a skill set, have slowly expanded their meanings and started having multifaceted concepts with different understandings. Thus, digital literacy and information literacy can not be understood as synonyms because the information literacy eludes a central feature of digital culture that is participatory attitude, creation and ongoing interaction; ultimately the attitude of communication.