The stereotypical image of the librarian is portrayed in books, comics, films, television series, and plays. In the case of films, the librarian has been a character in movies. This editorial discusses the stereotypes attributed to librarians in films produced in various countries. Furthermore, it comments on the articles included in the second issue of 2026 of the Ibero-American Journal of Information Science.
Objective: Perform a co-word analysis to identify the research topics that have been used in artificial intelligence. Method: Keywords from 3,050 academic articles published in the Artificial Intelligence Journal (AIJ) from 1970 to 2024 were analyzed. Co-word analysis was used, and the R programming language was used in the RStudio integrated development environment (EDI). Therefore, with the refined keywords, a co-word matrix was generated using BibExcel software. This matrix was manipulated with the igraph package to obtain co-word networks for five time periods. Results: It was found that in the 1970s and 1980s, the predominant themes were systems science, cybernetics, and computer science. In the 2000s, the most recurrent themes were algorithms, semantics, heuristic methods, and game theory, among others. These themes continued into the 2010s and 2020s; although other keywords appeared in the latter decade, such as computer circuits, learning algorithms, polynomial approximation, and reinforcement learning, among others. Conclusions: The evolution of AI topics is evident in the keywords with the highest number of links in each of the five periods analyzed. The first period (1970 to 1980) was systems science and cybernetics. The second period (1981 to 1990) was artificial intelligence and systems science and cybernetics. The third period (1991 to 2000) was artificial intelligence and constraint theory. The fourth period (2001 to 2010) was artificial intelligence and computational complexity. The fifth period (2011-2024) was semantics and data description.
It presents results obtained in the conclusion of one of the authors' thesis, the result of research whose general objective was to identify and analyze the relationship of access and use of information by the homeless population who frequent public, municipal and state libraries in the city of Campo Grande-MS, as well as the socio-demographic/economic profile of this population. It is configured as a case study that uses data collection techniques, the bibliographic review to support the construction of a theoretical framework, the questionnaire with homeless people and the structured interview with library and reception center managers. Among the results, it is identified that the most cited reasons for being homeless are drug addiction (30.4%), problems with family members (26.1%) and unemployment (17.4%). The majority (81.8%) attend or have attended public libraries in Campo Grande, MS, looking for news in newspapers or magazines (40%), information about courses (28%) and jobs (12%). For data processing, content analysis and data triangulation were used. It was concluded that information literacy can be a tool with the potential to generate transformations, such as minimizing information poverty, which is often naturalized and admitted by society. It presents notes on the guidelines created to address the needs of the homeless population based on Learning and Service (ApS).
The theme of information literacy has been discussed from the perspective of establishing a new ethos. It also turns toward dialogue, aiming to build bridges within the effective practice of an ecology of knowledge. However, the phenomena emerging from this liquid and uncertain reality are (inter)subjective and require joint and collaborative reflection among diverse reflective knowledge fields and social actors, in their various ways of interpreting the world. In attempting to analyze this issue, two questions arise: (1) How can the dialogue between information literacy and society become more effective? (2) How can this dialogue be broadened and its credibility strengthened? The purpose of this work is to approach possible answers to these questions through an analysis of the context of “post-normal science” and its relationship with “critical information literacy,” considering the philosophy of dialogue proposed by Martin Buber, which in turn influenced Jürgen Habermas and his concept of communication for a deliberative democracy. Based on these perspectives, we conclude that dialogue in information literacy becomes more effective when it embraces (inter)subjective principles grounded in dialogical values and virtues. From the discourse of both authors (Buber and Habermas), three intersubjective dimensions emerge as essential to foster more effective dialogue in critical information literacy: competencies for alterity, compassion, and empathy. Through these competencies, living phenomenologically, it becomes possible to achieve credibility in dialogical actions, making dialogue more welcoming, participatory, and democratic.
The main objective of this article is to examine the scientific production related to the concepts of fairness, accountability, transparency, and ethics (FATE) in articles on recommender systems in education, using bibliometric indicators and keyword co-occurrence analysis. The research identifies an exponential increase in academic production since 2020, highlighting keywords such as Fairness and Explainable AI, which have become pillars in ethical discussions in the field. The analysis was based on 160 records from the Scopus and Web of Science databases, using RStudio and Bibliometrix for data mapping. In addition to growth trends, the results emphasize the interdisciplinarity of the field and the emergence of topics such as Responsible AI and Algorithmic Fairness, still in early stages of development. The co-occurrence network and thematic diagram revealed important connections between FATE principles and their practical applications, pointing to theoretical gaps and opportunities for future research. Despite limitations related to the search scope, the study offers a comprehensive view of the ethical implications of educational recommender systems, highlighting the need for fairer, more transparent, and accountable systems to promote advancements in education. The conclusions reinforce the relevance of FATE as a priority agenda for the design of ethical and inclusive educational technologies.
The objective is to analyze the planning and evaluation processes of the information literacy program in the School Library Network of the Municipal Education System of Vila Velha, Espírito Santo, Brazil. The research universe consists of 66 schools with libraries, 45 librarians, 32 library assistants, and the program’s coordinating team. This is descriptive and documentary research, based on two main sources: (a) the annual activity plans and (b) the program’s management reports for the years 2022 to 2024. Bardin’s content analysis was employed to categorize, infer, and interpret the data in light of the relevant literature. The results indicate that planning is conducted annually, with monthly training meetings including workshops, lectures, and courses involving librarians and library assistants, covering themes such as library and online information sources, school research, diversity, and inclusion. The management reports document the projects implemented in schools, the partnerships established internally (with teachers and pedagogical staff) and externally (with writers, cultural institutions, and the community), as well as the number of borrowed materials, which shows a gradual increase over the analyzed period. In addition, the recurring project “Entre Versos e Rimas” is highlighted, along with its award and publication events, which promote reading and writing practices among students and staff. The findings suggest that the program demonstrates effective practices, enhances the continuing education of library teams, supports the development of innovative projects and activities, fosters collaboration among professionals, and encourages the broader use of library collections, thereby reinforcing the role of school libraries in the educational context.
Information is a strategic resource for the improvement of professional practices, especially in Social Work, where its use is directly linked to the mediation between users and public policies, the formulation of social diagnoses, and the enforcement of rights. Within the context of Basic Health Units (UBS), social workers face complex demands that require agile and qualified access to diverse information. However, gaps in access, appropriation, and use of information can compromise the quality of actions and services provided. This study’s general objective is to analyze the informational behavior of social workers operating in the UBS of Salvador, Bahia. Specific objectives include identifying their informational needs; mapping the most frequently used sources and channels; understanding the factors that influence information use; and identifying challenges and strategies to improve professional practice. The research will be developed using a qualitative approach supported by quantitative data, utilizing semi-structured interviews and questionnaires as data collection instruments. The investigation will be conducted in UBS within the sanitary districts of Barra/Rio Vermelho, Centro Histórico, and Cabula/Beiru, where there is a higher concentration of units and Social Work professionals. This selection aims to ensure a representative sample of municipal reality. It is expected that the results of this research will contribute to strengthening the informational dimension of social workers' labor, promoting improvements in information flows within the UBS and supporting public policies and continuing education actions more closely aligned with the demands of these professionals.
In view of the impacts of Digital Information and Communication Technologies on education, the development of digital skills is essential for the academic community to access services and resources available on the web. In this context, university libraries play a central role in offering training services in digital competence, addressing the needs of their communities. The Digital Competence Framework for Citizens (DigComp 2.2) serves as a reference for the development of these materials, including in libraries in Spain. This study analyzed the training services and materials provided by public university libraries in the Autonomous Community of Castile and León, relating them to the DigComp 2.2 areas and assessing their contribution to the development of digital competence in the Spanish academic context. This is an applied, qualitative-quantitative study with documentary and descriptive procedures, in which data were collected from the institutional websites of the libraries and systematized using Google Sheets. A total of 45 training materials or services were identified, most of them focused on traditionally addressed areas, such as Area 1 – Information and data literacy, but materials related to all DigComp 2.2 areas were also found. It is concluded that university libraries in the region play a relevant role in the digital training of their communities, offering resources that develop essential skills for teaching, research, and outreach. All analyzed institutions contribute to digital literacy, strengthening academic competencies and preparing their users for the demands of contemporary society.
Science in Latin America faces structural limitations in terms of funding, visibility, and infrastructure, which reinforces the relevance of open science as a strategy to democratize knowledge, strengthen regional collaboration, and drive innovation. However, the existing literature is fragmented and lacks systematization. Objective: The objective of this scoping review was to analyze and characterize open science practices in Latin American academic research (2000-2024). Method: The PRISMA-ScR protocol and the PCC (Population, Concept, Context) strategy were applied, with prospective registration in the Open Science Framework. Between September 2024 and July 2025, searches were conducted in six databases (Google Scholar, Redalyc, SciELO, Scopus, Web of Science, and LA Referencia), identifying 533 records; after screening, 28 documents were included. Results: The results show a predominance of articles in Portuguese and a strong concentration in Brazil, followed by Colombia, Argentina, Peru, and Venezuela. The most documented practices were open access (23) and open research data (19), followed by open evaluation (12), citizen science (8), open education (7), open scientific infrastructure (7), open science policies (5), and reproducibility (1). Conclusions: Recognize that the consolidation of open science in the region, despite the advances achieved, still depends on overcoming cultural, regulatory, and technological barriers, as well as the formulation of integrated policies, incentives, and institutional strengthening.
School libraries fulfil a multiplicity of functions that go beyond information and also include concerns related to the media. According to the revised version of the International Federation of Library Associations and Institutions guidelines for school libraries, the main activities of a school librarian include media and information literacy. In this sense, based on the Portuguese case, in this article, we aim to analyse the involvement of school libraries in promoting media and information literacy. To this end, we analysed the educational projects of 425 school groups and non-grouped schools, complemented by interviews with directors and/or other people in charge of 15 groups. The study considers public schools in mainland Portugal and the 2021/2022 and 2022/2023 school years. The data show that school libraries play a role in promoting media and information literacy, both in the context of specific subjects and in their own projects. Although, their role varies between different educational institutions. There is a clear focus on information literacy, but digital literacy and media literacy are not overlooked among their functions.
This article examines how Information Literacy (IL) can contribute to the development of more conscious informational behaviors and practices among family farmers in the context of the implementation of the National School Feeding Program (PNAE). Considering the socioeconomic and territorial inequalities present in Brazil, public policies such as the PNAE play a fundamental role in promoting food security and strengthening family farming. Despite the legal requirement that at least 30% of food products be procured from family farming, its effective implementation faces several challenges, particularly those related to farmers’ access to and qualified use of information. This qualitative, descriptive, and exploratory study is based on a narrative literature review grounded in Information Science and related fields. The findings indicate that strengthening Information Literacy can enhance producers’ autonomy, foster participatory practices, and improve access to the PNAE, thereby amplifying its impact on addressing regional inequalities.
With the enactment of the National Digital Education Policy, digital education was established as a mandatory curricular component in Brazil. This law led to the creation of the "Computing" supplement to the National Common Curricular Base and the development of specific textbooks for the implementation of the Digital Education subject in schools. However, considering that the textbooks. Plan reinforces the need to stimulate the development of "digital, media, and information literacy" in school environments. This work aims to understand how these competencies are discussed in the textbooks on Digital Education and what the influence of Library Science and Information Science is in these discussions. To achieve this objective, basic, exploratory research with a qualitative-quantitative approach was developed. The results are based on content analysis applied to six proposed "Digital Education" textbooks available in the PNLD 2026 Digital Guide of the Ministry of Education, in three aspects: frequency of the terms "competência em informação", "competência digital", "competência midiática" and their variations; The text discusses the conceptualization of such terms in each book and the presence of authors from Library Science and Information Science in the bibliographic references. It concludes by pointing out that developments in Library Science and Information Science have not been accompanied by significant impacts on decision-making regarding the direction of Education in Brazil, since there is little or no presence of information literacy and authors from Library Science and Information Science in Brazilian Digital Education books.
The article maps the scientific production on ethics and artificial intelligence (AI) through bibliometric indicators, analyzing trends and the current state of the field. Using the Scopus database, due to its broad coverage and quality of metadata, the research followed a specific search strategy to collect and analyze the data. The results indicate a significant growth in publications on ethics and AI, with emphasis on the United States, the United Kingdom, Germany, and Finland. However, there is low representation of countries in Latin America, Africa, and Central Asia. The bibliometric analysis shows that most studies are concentrated in renowned journals and conferences, such as the AAAI/ACM Conference on AI, Ethics, and Society and the Journal of Business Ethics. The main topics addressed include social responsibility of developers, algorithmic transparency, data privacy, and social and economic impacts of AI. An important gap identified is the lack of discussions on the use of AI in academic production, especially in relation to plagiarism, algorithmic bias, and scientific integrity. The study concludes that it is essential to establish clear guidelines for the ethical use of AI, ensuring transparency, accountability and human control over the technology.
This study aims to analyze the scenario of information literacy in school libraries in Portugal, highlighting the role of the Portuguese School Libraries Network (RBE), recognized internationally as a consolidated structure that promotes information access, reading, and critical use of information. The research adopted an exploratory and bibliographic approach, with searches conducted in the Brazilian Open Access Scientific Publications Portal (Oasisbr) and in the Scientific Open Access Repository of Portugal (RCAAP), using the terms “information literacy” and “school library” with the Boolean operator AND, without chronological limits. A total of 46 documents were retrieved, of which only nine met the selection criteria: eight from Oasisbr and one from RCAAP. The works were categorized into three groups: (1) actions, projects, and programs on information literacy, (2) diagnostic studies focused on information users, and (3) studies emphasizing the partnership between school, teachers, and school libraries. The results revealed that publications began in 2007 and continue to the present, including six master’s dissertations, one book chapter, one conference paper, and one scientific article. Although limited in number, the studies highlight the importance of integrating information literacy into the educational process, showing that libraries act not only as repositories of resources but also as active educational agents. The findings reinforce the relevance of planning programs in collaboration with the school community, with teacher-librarians playing a pedagogical role in fostering critical thinking and ethical information use. This experience offers valuable insights for other countries aiming to strengthen information literacy in educational contexts.
This article presents part of the findings of doctoral research that investigated the information behavior of Indigenous peoples, with one of its objectives being the identification of libraries engaged in serving and preserving the cultural heritage of these communities. The analysis brings together experiences and practices of multicultural and Indigenous libraries in different geographical contexts—Australia, Canada, the United States, South Africa, Nigeria, and Brazil—highlighting the role of these institutions as spaces for cultural preservation, social inclusion, and the promotion of informational justice. The study was based on a bibliographic review conducted in national and international databases, complemented by searches in Google Scholar. The results reveal significant advances, such as the creation of community-based and digital libraries tailored to cultural and linguistic specificities, while also pointing to persistent challenges, including funding constraints, unequal access to technology, and the lack of comprehensive public policies. The research reinforces the importance of community participation and the integration of Indigenous knowledge into library practices.
In the current scenario of constant technological evolution, digital transformation in public policy is an imperative necessity, supported by the General Data Protection Law (LGPD) - Law No. 13,709/2018, which establishes guidelines for the protection of personal data and promotes a new culture of transparency within political organizations. The intersection between public policy and the LGPD opens a vast field of possibilities and challenges, redefining policy in the digital era and the way public policies are formulated, innovated, and managed. This article explores the importance of the LGPD in reshaping political and governmental practices amid the digital revolution. We discuss how digital transformation impacts public policy, the importance of data processing and management in this context, and the main benefits and challenges faced by the public sector in adapting to these changes. In addition, we address the role of innovation and digital government as key elements for a more efficient and transparent political organization. We present an analysis of these aspects, offering a comprehensive overview of how digital tools are redefining traditional paradigms of public policy management and implementation.
This research presents the results of a study focused on the development of research competencies as an essential component of information literacy among doctoral students in education. An analysis of postgraduate programs in Mexican universities revealed the absence of systematic models to guide comprehensive research training, beyond isolated methodological courses. In response, a specific model of research competencies was designed, aimed at doctoral candidates in the field of education. The model is structured into four fundamental categories: scientific research, information retrieval and management, forms of collaborative work, and research ethics. Each category includes its definition, objectives, and indicators, providing a clear and coherent guide for the development of the competencies required for high-level researcher training. The study employed a mixed-methods approach, integrating documentary analysis of curricula, student questionnaires, and a review of institutional instruments. This methodology allowed for a contextualized and empirical understanding of existing training gaps. The proposed model constitutes a theoretical and practical tool that strengthens the research training of doctoral students in education, with the aim of contributing to the improvement of doctoral programs in Mexico and other Latin American contexts. Upon conclusion, this research is considered only the beginning of a broader horizon for the training of researchers within quality doctoral programs in the country. It is expected that the importance of students acquiring essential research competencies will be better understood, as these are crucial for preparing new doctors in the field of education and, indeed, in other areas of human knowledge.
Media and information literacy is considered a strategic topic in the contemporary context, as it contributes significantly to developing skills related to the critical, ethical, and effective use of information, both in traditional and digital environments. In this sense, this paper presents an excerpt from a broader ongoing study focused on investigating and understanding the relationship between this competency and scientific dissemination activities carried out through digital platforms. The overall objective of the study is to identify how research groups at the Federal University of Ceará use these platforms to disseminate science and establish communication channels with society. The proposal seeks to understand how these groups have positioned themselves in response to the demands for more open, accessible, and socially engaged science. Methodologically, this is an applied study with a qualitative and quantitative approach and a descriptive and exploratory design. The results reveal that the respondent groups primarily use institutional websites as a means of scientific dissemination and interaction with the general public. Furthermore, they recognize digital platforms as an important channel for connecting science and society. Challenges to maintaining effective communication with society through these tools were also identified. The conclusion is that it is essential for educational and research institutions to invest in improving the scientific dissemination processes developed by research groups. These groups, in turn, need to enhance their information and media skills, with a specific focus on scientific dissemination.
In the form of a research paper, this article examines the integration of generative Artificial Intelligence (AI) into Information Science (IS) programs at Brazilian federal universities. It assumes that the social and cultural context is permeated by the control of platforms that sustain informational capitalism, in which education is viewed as a bargaining chip of neoliberalism, challenging critical, creative, and ethical education. In this context, information and communication (InfoCom) competencies that integrate the knowledge, skills, and attitudes essential for guiding disciplinary structures across diverse fields—particularly IS—are recognized as essential. In an interdisciplinary framework, the objective is to investigate how InfoCom competencies develop in CI programs with the presence of generative AI, especially considering the epistemological, ethical, and pedagogical challenges of integrating disruptive technologies. In this context, the concept of computational thinking is viewed as a framework for reflecting on the role of this technology in the education of students in CI programs. To this end, the doctoral research will analyze the documents governing the CI programs offered at Brazilian federal universities. As a methodology chosen to present a summary of the preliminary results of this study, this article adopts an exploratory-descriptive, qualitative approach based on bibliographic and documentary research. We employ Sampaio’s (2021) Content Analysis (CA), which highlights interdisciplinary research integrating AI, CI, generative AI, their effects on a society platformized by big tech, and the interference of informational capitalism in academic life. With this, the thesis aims to develop a map of Infocom Competency indicators in disruptive technologies within the context of a free and responsible digital culture, contributing to a critical and reflective educational process in the Global South and aligned with the needs of higher education in the 21st century.
This work aims to describe the information literacy training actions developed by librarians at the Universidade Federal Fluminense between 2020 and 2024. The initiatives aim to promote the development, training, and autonomy of users, researchers, students, and administrative staff, directly contributing to the quality of scientific research. The approach is exploratory and descriptive, based on the analysis of the educational practices implemented during the period. Among the main actions, the following stand out: training focused on the standardization of academic works according to ABNT standards, the efficient use of the CAPES Periodicals Portal, self-archiving and access to the university's Institutional Repository, and the use of open access information sources, among others. The results indicate a significant improvement in the participants' ability to apply technical standards, access reliable information, and use academic resources more efficiently. These advances are reflected in the institution's scientific output, reinforcing the library's strategic role as a mediator of information and promoter of continuous learning. It is concluded that training in information literacy is essential to strengthen critical thinking, encourage autonomy in research, and democratize access to knowledge. It is recommended that these actions continue and be expanded, with the constant updating of pedagogical methodologies, to meet the growing demands of the academic environment.
