Sustainability Literacy Approaches in LIS Education: Epistemological Beliefs, Teaching and Learning

Paula Ochôa; Leonor Gaspar  Pinto

doi:https://doi.org/10.1007/978-3-030-99885-1_18

Sustainability Literacy Approaches in LIS Education: Epistemological Beliefs, Teaching and Learning

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

This paper intends to discuss critically the pedagogical experience of developing and implementing a sustainability literacy approach within the Master of Information Management and Curation’s curricula at Universidade NOVA de Lisboa (2018–2019) addressing student’s epistemological beliefs. It pursues two objectives: (1) to identify the relevant key competences in sustainability literacy and, (2) to synthesize the transition from competencies to learning objectives/outcomes linked to information literacy. Qualitative methodologies have been used in this study to investigate learning impacts, using a narrative approach to provide access to beliefs and the meaning students ascribe to specific pedagogical experiences. The main outcomes emphasize that this approach prepares students for sustainability intervention areas: (1) information literacy trainers/facilitators for internal and/or external audiences; (2) advocacy – evidence gathering and promotion of information services contribution to sustainable development; (3) Research on Sustainable Information Behaviour (SIB) and greening libraries to embed the concept of sustainability into our everyday life information practice.

Original language	English
Title of host publication	Information Literacy in a Post-Truth Era
Subtitle of host publication	ECIL 2021
Editors	Serap Kurbanoğlu, Sonja Špiranec, Yurdagül Ünal, Joumana Boustany, Denis Kos
Place of Publication	Cham
Publisher	Springer
Pages	201–212
Number of pages	12
ISBN (Electronic)	978-3-030-99885-1
ISBN (Print)	978-3-030-99884-4
DOIs	https://doi.org/10.1007/978-3-030-99885-1_18
Publication status	Published - 6 Apr 2022
Event	European Conference on Information Literacy (ECIL 2021) - online, Bamberg, Germany Duration: 20 Sept 2021 → 23 Sept 2021 http://ecil2021.ilconf.org/

Publication series

Name	Communications in Computer and Information Science
Publisher	Springer
Volume	1533
ISSN (Print)	1865-0929
ISSN (Electronic)	1865-0937

Conference

Conference	European Conference on Information Literacy (ECIL 2021)
Country/Territory	Germany
City	Bamberg
Period	20/09/21 → 23/09/21
Internet address	http://ecil2021.ilconf.org/

Keywords

Sustainability literacy
LIS education
Epistemological beliefs
Competences framework

Access to Document

https://doi.org/10.1007/978-3-030-99885-1_18Licence: Unspecified

https://link.springer.com/chapter/10.1007/978-3-030-99885-1_18Licence: Unspecified

Cite this

Ochôa, P., & Pinto, L. G. (2022). Sustainability Literacy Approaches in LIS Education: Epistemological Beliefs, Teaching and Learning. In S. Kurbanoğlu, S. Špiranec, Y. Ünal, J. Boustany, & D. Kos (Eds.), Information Literacy in a Post-Truth Era: ECIL 2021 (pp. 201–212). (Communications in Computer and Information Science; Vol. 1533). Springer. https://doi.org/10.1007/978-3-030-99885-1_18

Ochôa, Paula ; Pinto, Leonor Gaspar . / Sustainability Literacy Approaches in LIS Education : Epistemological Beliefs, Teaching and Learning. Information Literacy in a Post-Truth Era: ECIL 2021. editor / Serap Kurbanoğlu ; Sonja Špiranec ; Yurdagül Ünal ; Joumana Boustany ; Denis Kos. Cham : Springer, 2022. pp. 201–212 (Communications in Computer and Information Science).

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Ochôa, P & Pinto, LG 2022, Sustainability Literacy Approaches in LIS Education: Epistemological Beliefs, Teaching and Learning. in S Kurbanoğlu, S Špiranec, Y Ünal, J Boustany & D Kos (eds), Information Literacy in a Post-Truth Era: ECIL 2021. Communications in Computer and Information Science, vol. 1533, Springer, Cham, pp. 201–212, European Conference on Information Literacy (ECIL 2021), Bamberg, Germany, 20/09/21. https://doi.org/10.1007/978-3-030-99885-1_18

Sustainability Literacy Approaches in LIS Education: Epistemological Beliefs, Teaching and Learning. / Ochôa, Paula ; Pinto, Leonor Gaspar .
Information Literacy in a Post-Truth Era: ECIL 2021. ed. / Serap Kurbanoğlu; Sonja Špiranec; Yurdagül Ünal; Joumana Boustany; Denis Kos. Cham: Springer, 2022. p. 201–212 (Communications in Computer and Information Science; Vol. 1533).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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N2 - This paper intends to discuss critically the pedagogical experience of developing and implementing a sustainability literacy approach within the Master of Information Management and Curation’s curricula at Universidade NOVA de Lisboa (2018–2019) addressing student’s epistemological beliefs. It pursues two objectives: (1) to identify the relevant key competences in sustainability literacy and, (2) to synthesize the transition from competencies to learning objectives/outcomes linked to information literacy. Qualitative methodologies have been used in this study to investigate learning impacts, using a narrative approach to provide access to beliefs and the meaning students ascribe to specific pedagogical experiences. The main outcomes emphasize that this approach prepares students for sustainability intervention areas: (1) information literacy trainers/facilitators for internal and/or external audiences; (2) advocacy – evidence gathering and promotion of information services contribution to sustainable development; (3) Research on Sustainable Information Behaviour (SIB) and greening libraries to embed the concept of sustainability into our everyday life information practice.

AB - This paper intends to discuss critically the pedagogical experience of developing and implementing a sustainability literacy approach within the Master of Information Management and Curation’s curricula at Universidade NOVA de Lisboa (2018–2019) addressing student’s epistemological beliefs. It pursues two objectives: (1) to identify the relevant key competences in sustainability literacy and, (2) to synthesize the transition from competencies to learning objectives/outcomes linked to information literacy. Qualitative methodologies have been used in this study to investigate learning impacts, using a narrative approach to provide access to beliefs and the meaning students ascribe to specific pedagogical experiences. The main outcomes emphasize that this approach prepares students for sustainability intervention areas: (1) information literacy trainers/facilitators for internal and/or external audiences; (2) advocacy – evidence gathering and promotion of information services contribution to sustainable development; (3) Research on Sustainable Information Behaviour (SIB) and greening libraries to embed the concept of sustainability into our everyday life information practice.

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Ochôa P , Pinto LG. Sustainability Literacy Approaches in LIS Education: Epistemological Beliefs, Teaching and Learning. In Kurbanoğlu S, Špiranec S, Ünal Y, Boustany J, Kos D, editors, Information Literacy in a Post-Truth Era: ECIL 2021. Cham: Springer. 2022. p. 201–212. (Communications in Computer and Information Science). doi: https://doi.org/10.1007/978-3-030-99885-1_18

Sustainability Literacy Approaches in LIS Education: Epistemological Beliefs, Teaching and Learning

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