Abstract:

Digital literacy has been the subject of several studies and, with the pandemic, it has reached yet another dimension and relevance. But what is the time and space that digital literacy assumes in the context of the school library? Motivated by this question, we intend to analyze the conceptions and practices of librarian teachers on digital literacy and digital skills that are linked to it. For this purpose, we will methodologically resort to the case study, supported by document analysis procedures, namely of structuring documents of school libraries, which guide their activities, as well as interview surveys, to librarian teachers, and also content analysis. Theoretically, we support our research, which we intend to present, in national and international references, focusing on the very notion of digital literacy, which, being currently predominant, increasingly becomes plural, as attested by the designation digital literacies. Hence, the terminology in the plural form - digital literacies - translates a multiplicity of knowledge, skills and attitudes, and integrates previous literacies – information literacy and media literacy. More specifically, the fundamentals and principles are revisited, that is, the territories and borders between these three (new) literacies, considering their definitions, and basic dimensions of related competences, regular practices, in connection to the competences of the librarian teacher. Thus, with our study, it will be possible to identify consents and dissents between the action of the school library and the theories that frame it, especially with regard to digital literacy, understood, in an allusion to the recent Strategic Framework (2021-2027) of the Portuguese School Libraries Network (Ministry of Education), as a present literacy for the future.

Keywords:

Information Literacy, Media Literacy, Digital Competencies, School Library, Profile of the Librarian Teacher.