Soraya Lacerda

CONTEXT & LEARNERS

The University of Brasilia Information Science course is changing a lot. They are currently discussing the new Pedagogical Project and analyzing the type of professional to be trained. When observing that the information no longer has a pre-defined format, a book or an article is not prohibited, one of our considerations is that our student is allowed to deal with information regardless of its format. The librarian needs to understand an expansion of the dimensions of information: new formats, new media, new ways of broadcasting, new agents in the process. Much of this knowledge is related to the mastery of digital media. It is not just knowing, but knowing how to use and evaluate media. And because this context is constantly evolving, or the librarian needs to be able to investigate new possibilities and apply them in his work environment. At the moment, the course does not have a discipline that develops such skills, but without a doubt this needs to be included in the curriculum review.

Kym Kramer   

CONTEXT & LEARNERS

We are a fully on-line program with a requirement that we cannot require synchronous connections since we are advertised as "fully on-line." There are components of some parts of the program that would benefit from having segments of "real-time" connection since the majority of the students will ultimately work directly with people / patrons / students, either in a PK-12 school setting or in a public library setting. In my specialization courses, I try to infuse and integrate as much information, media, tech, and digital literacy into the context of the course content. We are developing a brand new specialization called Facilitated Learning. This is for information science professionals who will focus on creating all types of formal and informal learning spaces and experiences. As part of this development, I have some tasks that must be completed prior to the fall semester. My work for Design Studio will focus on those goals.