Navegando por Autor "BOERES, Sonia"

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    Competências para a preservação e curadoria digitais
    (2016) BOERES, Sonia; BASTOS DA CUNHA, Murilo
    Information Science, throughout its existence, has been a multi and interdisciplinary field, and has undergone constant change because of its object of study: information. Seen that this element is not static and is increasingly linked to information technology, we have witnessed a challenge arise: how to ensure the permanence of digital libraries? How to secure the terabytes generated with increasing speed, and in various formats, will be available and fully capable of use over time? This is a challenge that Information Science professionals are being challenged to solve in the process of so-called digital preservation and curation. Thus, this article aims to raise the skills that the information professional must have to carry out the process of preservation and digital curation. The article discusses the emergence of professions (from the perspective of Sociology), the need to work for the realization of the human being (Psychology) and proficiencies of exercising the office of Information Science to ensure the preservation of digital information in information units.
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    O letramento e a organização da informação digital aliados ao aprendizado ao longo da vida
    (2018) BOERES, Sonia
    Digital literacy, the subject of study of this article, is the result of critical thinking and seeks to enhance the methods of study by information technology. The research question addressed here is to understand how digital literacy can contribute to lifelong learning. The goal is to draw a parallel between literacy and digital information and lifelong learning. As methodology adopted, a literature review was carried out, both nationally and internationally, on the teaching and learning process, information literacy, digital and lifelong learning. This research is descriptive in nature in a qualitative basis. The main results observed were that digital literacy leads to a variety of reading and writing practices through information technology. These bring new possibilities for educators and learners, professionals and users, transcending the simple act of decoding signals or searching the Internet. Being digitally literate leads to the understanding that information technology goes beyond new forms of access to information, but also to new cognitive processes and forms of knowledge. It is an arduous and pleasurable work to keep up-to-date through time, through a personal effort, involving courses and training as a source of learning and development of work together with specialists. In short, we must search lifelong learning, following the technological evolution, and for that, being fearless of technologies and of the use of digital media.