Práticas de letramento informacional de estudantes com necessidades educacionais especiais: estudo de caso na Educação Superior do IFSERTÃOPE

Abstract

In the 21st century, information literacy is a fundamental attribute for everyone, especially in the educational environment. In this context, the present research sought to answer the following question: how are information literacy practices developed by students with disabilities in the context of higher education at IFSertãoPE? Its objective was to understand the information literacy practices used by students with disabilities in higher education for knowledge acquisition. Specifically, it aimed to identify information access strategies for academic activities; describe the process of information retrieval and use for knowledge construction; analyze inclusion practices related to information access in the educational environment; and propose information literacy services and products for the library that assist in the inclusion of students with disabilities, as well as their retention and continuation of studies, taking into consideration their specific needs. The methodology adopted was based on a qualitative approach of the case study type. The case studied was the information literacy process reported by eight students with disabilities in higher education. The participants included students with physical, hearing, visual disabilities, and Autism Spectrum Disorder. The research site was the Petrolina Campus of the Federal Institute of Pernambuco's Sertão. Regarding the category of analysis "Knowledge about the library," it was identified that the interviewees made no mention of services and products related to information literacy and that there are some significant barriers to information access. Concerning Information Literacy Practices, it was observed that they are influenced by the teacher. Although the strategies for information retrieval and access are not yet well developed, students cited criteria for evaluating information. Regarding information management and organization, the interviewees employ different approaches using technology to facilitate academic writing. From the students' statements, it was understood that they cannot make ethical decisions about information use or develop appropriate research strategies unless they recognize the social and ethical implications involved in the process. Lastly, despite the efforts of the institution investigated in serving students with disabilities, there is still much to be done for them to become fully information literate individuals. As contributions of this study, from a theoretical point of view, it presented a new perspective within the theme, indicating accessible information literacy, making it possible to restructure activities for access, retrieval, and use of information by people with disabilities. From a practical point of view, the research contributes to the development of a Guide to Information Literacy Services and Products for People with Special Educational Needs, aiming at informational actions for both academic needs and the pursuit of new knowledge.