Transformações no acesso à informação: o papel da Biblioteca Central da Universidade de Caxias do Sul para o letramento informacional

Abstract

The COVID-19 pandemic, declared in March 2020 by the World Health Organization (WHO), brought about profound transformations in the global educational landscape, directly impacting educational processes and the operation of university libraries. With the suspension of in-person activities in educational institutions, it became urgent to adapt services and resources to the digital environment, ensuring access to information, reading, and support for the academic community. In this context, this research aimed to analyze information literacy, informational practices, and user behavior at the Central Library of the University of Caxias do Sul (BICE/UCS), considering the pre-pandemic, pandemic, and post-pandemic periods, with the goal of proposing improvements and innovations in the products, services, and technologies offered. The investigation, exploratory in nature and based on a qualitative approach, adopted three main sources of evidence: (i) analysis of statistical reports from the library management system (Pergamum) and from the digital platforms contracted by the institution; (ii) application of an online questionnaire to the academic community (students, faculty, and administrative staff); and (iii) conduction of Focus Groups with library users, seeking to deepen the understanding of their perceptions and experiences during the period of social isolation and after the gradual return to in-person activities. The theoretical framework is grounded in concepts such as information literacy, informational competencies, information behavior, information mediation, academic reading, and the strategic role of university libraries in contemporary educational processes. The results support the thesis that BICE functions as a mediator of information access and a promoter of information literacy, adjusting its strategies to the changes observed in users? informational behavior during and after the pandemic. They also reveal that, in response to the restricted access to the physical collection, BICE implemented several innovations to maintain its institutional relevance. The study shows that users? informational behavior was significantly affected by the pandemic, requiring the development of new competencies for the critical, ethical, and efficient use of digital information. Information and reading competencies proved essential in fostering users' autonomy in searching for, selecting, and using reliable information. Furthermore, the analysis of patterns in the use of informational resources over the three periods enabled the formulation of strategies better aligned with the academic community?s needs and the transformations in educational processes. Among the study's contributions, the importance of continuous evaluation of library services stands out as a tool to support decision-making, strategic planning, and the formulation of collection development policies. The role of the librarian is also reinforced as an active mediator in the formation of critical and autonomous readers, integrating innovative educational and technological actions. In doing so, this thesis contributes to advancing knowledge by demonstrating how university libraries can respond effectively to crisis scenarios, maintaining their status as essential spaces for access to reading, knowledge, digital inclusion, academic development, and social advancement. The experience of BICE/UCS during and after the pandemic serves as a significant example of adaptation, innovation, and commitment to its institutional mission of supporting teaching, research, and community outreach. [resumo fornecido pelo autor]