Integration of information literacy in the Library and Information Science curriculum in Mozambique

Manhique, Ilídio Lobato Ernesto; Casarin, Helen de Castro Silva

doi:10.20396/rdbci.v23i00.8677089

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Article • RDBCI : Rev. Digit. Bibl. e Cienc. Inf. 23 • 2025 • https://doi.org/10.20396/rdbci.v23i00.8677089/en linkcopy

Integration of information literacy in the Library and Information Science curriculum in Mozambique

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Introduction: Information literacy is a set of processes, knowledge, skills and learning that are essential in contemporary society, as it enables people to be aware and critical in the production, use and sharing of information.

Aim: The objective of this research was to investigate the inclusion of the topic of information literacy in the curriculum of librarianship courses located in Mozambique.

Methodology: The research was developed in two stages: documentary research that consisted of the analysis of the curricula of the Escola Superior de Jornalismo (ESJ) and the Escola de Comunicação e Artes of the Universidade Eduardo Mondlane, Mozambique. Interviews were also conducted with 22 students in the third and fourth years of these courses.

Results: The results indicated the absence of specific subjects and contents that use the nomenclature of information literacy. Implicit elements were identified in subjects of the courses that cover contents that can potentially develop aspects of information literacy.

Conclusion: It is essential to make information literacy explicit in Mozambican librarianship courses, in the form of disciplines and other specific activities, since these courses are responsible for qualifying people with skills and knowledge for planning and implementing educational programs in libraries and other formal and informal environments.

KEYWORDS:
Information literacy; Librarianship; Education; Mozambique

Institution	Demographic characterization of participants
ECA-UEM	● Participants - 12 [six females and six males] ● Age range - 20 to 30 years ● Universe - third and fourth year students
ESJ	● Participants - 10 [three females and seven males] ● Age range - 20 to 40 years ● Universe - third and fourth year students

Discipline	Summary	Institution
General and specialized Information Sources	● Identification of general and specialized information sources; ●. Evaluation and selection of information sources according to different audiences; ●. Identification of national and international institutions providing information sources; ●. Information Retrieve by searching print and electronic sources.	ESJ
Information Sources	● General Information Sources; ● Specialized Information Sources; ● Information Sources in Information units.	ECA
Users and communities studies	● Theoretical aspects of user and community studies; ● User and community study methodologies; ● Methods, techniques and instruments applied to user and community studies; ● Development of a user and community study project.	ESJ
Information Ethics	● Ethics, morals and deontology; ● Problems and crises of ethics in contemporary society; ● Ethical issues in the production, management and transfer of information; ● Deontological standards and principles in Mozambique and other countries.	ECA-UEM
Reference and information services	● Reference processes; ● Use of information sources; ● Research, retrieval and information dissemination techniques; ● Reference information products; ● Profile and functions of the reference service professional.	ESJ
Reference services in Information Units	● Reference process; ● Research, retrieval and information dissemination techniques; ● Reference information products; ● Profile and functions of the reference professional.	ECA-UEM

Disciplines	Focus
Study Methods	Mentioned by 5 participants. The focus of information literacy is on research ethics, focusing on the need to attribute credit to ideas reproduced from other authors.
Reference Service	The subject was mentioned by 15 participants from both institutions. It dealt with the information skills that information professionals must have to guarantee access to information for users. Mentioned by 5 participants. The focus of information skills is on research ethics, focusing on the need to attribute credit to ideas reproduced from other authors.
Public and school libraries	Mentioned by 17 survey participants from both institutions. It addressed the skills of information professionals, as well as the need for school libraries to create and promote information literacy programs for user training. Interviewees mentioned the IFLA/UNESCO guidelines for school libraries as the basis for the need for instructional programs in these information units.
Information ethics	Mentioned by 7 ECA participants. Focused on ethical aspects related to the use of information. In it, information competence was treated as ethical and responsible use of information. Aspects related to plagiarism, copyright and intellectual property were mentioned.
Scientific Research Methodology	Mentioned by 9 participants from both institutions. In it, information literacy was mentioned as a research process, with emphasis on the search and ethical use of information.

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Universidade Estadual de Campinas Rua Sérgio Buarque de Holanda, 421 - 1º andar Biblioteca Central César Lattes - Cidade Universitária Zeferino Vaz - CEP: 13083-859 , Tel: +55 19 3521-6729 - Campinas - SP - Brazil
E-mail: rdbci@unicamp.br

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[TFN4n] Sources: Research data.