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.
