information literacy: perceptions of brazilian hiv/aids researchers

Information literacy: perceptions of Brazilian HIV/AIDS researchersMaria do Carmo Avamilano Alvarez*, Ivan Franc�a Junior*, Angela Maria Belloni Cuenca*,

Francisco I. Bastos†,‡, Helene Mariko Ueno§, Cl�audia Renata Barros*

& Maria Cristina Soares Guimar~aes†

*School of Public Health, University of S~ao Paulo, S~ao Paulo, Brazil, †Institute of Scientific and Technological Communication

and Information in Health, Fundac�~ao Oswaldo Cruz, Rio de Janeiro, Brazil, ‡Imperial College, London, UK, and §School of

Arts, Sciences and Humanities, University of S~ao Paulo, S~ao Paulo, Brazil

Abstract

Background: Information literacy has evolved with changes in lifelong learning. Can Brazilian healthresearchers search for and use updated scientific information?Objectives: To describe researchers’ information literacy based on their perceptions of their abilities tosearch for and use scientific information and on their interactions with libraries.Methods: Semi-structured interviews and focus group conducted with six Brazilian HIV/AIDS researchers.Analyses comprised the assessment of researchers as disseminators, their interactions with librarians, theiruse of information and communication technology and language.Results: Interviewees believed they were partially qualified to use databases. They used words and phrasesthat indicated their knowledge of technology and terminology. They acted as disseminators for students dur-ing information searches. Researchers’ abilities to interact with librarians are key skills, especially in arenewed context where libraries have, to a large extent, changed from physical spaces to digital environments.Discussion: Great amounts of information have been made available, and researchers’ participation in coursesdoes not automatically translate into adequate information literacy. Librarians must help research groups, andas such, librarians’ information literacy-related responsibilities in Brazil should be redefined and expanded.Conclusions: Students must develop the ability to learn quickly, and librarians should help them in theirefforts. Librarians and researchers can act as gatekeepers for research groups and as information coachesto improve others’ search abilities.

Keywords: Information literacy, library and information professionals, lifelong learning, qualitative,research

Key Messages

• Research groups and librarians can contribute to information literacy by working together.• Librarians should increase their awareness of information literacy and strongly support its

development.• Information literacy should be evaluated in a comprehensive manner. It should not be evaluated

solely based on course participation.

Introduction

The Internet, online databases, digital publicationsand other technologies have made the search for

scientific information more accessible and, simulta-neously, more complex.1 The area of informationscience, as well as other knowledge areas, contin-ues to examine this complex Web of systems tolearn new ways to facilitate practical activities.Questions raised by recent studies include the fol-lowing: What will happen to research libraries as a

Correspondence: Maria do Carmo Avamilano Alvarez, Faculdade deSa�ude P�ublica, Universidade de S~ao Paulo, Av. Dr. Arnaldo, 715, CEP01246-904, S~ao Paulo, SP, Brazil. E-mail: [email protected]

© 2013 Health Libraries Group of CILIP and John Wiley & Sons Ltd

64 Health Information & Libraries Journal, 31, pp. 64–74

DOI: 10.1111/hir.12047

result of the development of technological marvelssuch as Google? How we do position ourselves inthe face of so much information?Librarians and researchers are being challenged

because production, distribution, and consumptionof information continue to grow at a rapid pace.Only a few solutions have been offered. However,a number of initiatives have been instituted to helpscholars develop their abilities to navigate theworld of scientific information more competentlyand effectively.The concept of information literacy emerged

during the 1970s. It was based on the experiencesof users during training on information searchmethods conducted in libraries. Later trainingaddressed methods to search databases. Currently,the term ‘information literacy’ describes a set ofskills and knowledge employed to discover rele-vant information, to accurately evaluate retrievedinformation and to apply it correctly.2 This type ofliteracy requires lifelong learning because it relieson psychosocial thinking and development that iseither interdisciplinary or multidisciplinary. In the-ory, a person who is information literate should beable to locate and interpret factual information andtransform it into knowledge. According to theguidelines of the International Federation ofLibrary Associations (IFLA),3 an information lit-erate individual should possess the ability to useinformation to create ideas, develop actions, andact as a disseminator of learning. In academia, thefreshmen students’ skill development begins whenthey enter universities. They are taught methodsthey can use to search for information so they cansolve problems, assimilate what they have learned,and subsequently, act as disseminators amongpeers and future colleagues in their professions.Many academic institutions include information

literacy in their official curricula. This fact gener-ates several theoretical questions: Who and/or whatare the objects and the subjects of information liter-acy? Therefore, some studies conducted on infor-mation literacy are now considered research relatedto the area of education. They are no longer solelyconsidered user studies restricted to the field oflibrary sciences.4 Wilson4 hoped to contribute tothe available literature on information searchbehaviour and information literacy. By returning tothe theory of the activity, Wilson examined the

individuals who served as the subjects of thesestudies: the self-taught student, the teacher or thelibrarian. He also investigated possible objects ofthese studies: Was each skill possessed solely byan individual student? Alternatively, were collec-tive skills possessed by a group?In Brazil, information literacy has not yet been

added to the official curricula of schools and uni-versities. Some libraries develop their own pro-grammes to guide users. However, these areusually individual efforts.Traditionally, the field of health maintains an

intensive profile with respect to the consumptionand production of scientific information. This pro-file has been strengthened by the field’s increasinguse of information and communication technolo-gies. Researchers serve as authors, referees andconsumers of scientific information. Their abilitiesguide their careful and critical behaviour duringthe search, evaluation and use of information.However, some questions have emerged:• Do researchers believe they are informationliterate?

• Do they possess the skills required to discoveraccurate information?

• Do researchers possess sufficient skills toupdate their bibliographies?

• Do researchers serve as disseminators of theseskills?

Many issues have been raised. Yet, users’ per-ceptions of information literacy have received onlylimited attention.This current study hopes to describe the infor-

mation literacy of researchers who work in thefield of health based on their own perceptions oftheir abilities to search for and use academic/scien-tific information. This study also describes theseresearchers’ interactions with libraries.

Method

The current study employed qualitative researchmethods to examine the topic of information literacy.Data were collected from a focus group and fromsemi-structured interviews conducted with a groupof researchers who work in the area of HIV/AIDS.The interviewees in the study consisted of six

researchers who have worked in the area of AIDSfor more than 10 years, as shown in Table 1.


Health Information & Libraries Journal, 31, pp. 64–74

Information literacy: Brazilian researchers, Maria do Carmo Avamilano Alvarez et al. 65

These researchers are employed at two centres ofresearch excellence located in Brazil: the Univer-sity of S~ao Paulo (USP), located in S~ao Paulo, andthe Oswaldo Cruz Foundation (Fiocruz), located inRio de Janeiro. The majority of scientific produc-tivity in Brazil is concentrated in these two states.In Brazil, 12 research groups focusing on AIDSare linked to the area of public health. Half ofthese groups are located in the states of Rio deJaneiro and S~ao Paulo. The remaining half is dis-tributed throughout the other states in the country.The choice to study researchers working in the

area of HIV/AIDS was inspired by the characteris-tics of this research field. Research conducted in thisarea requires constant updates. Scientific progress isdetermined by groups of interdisciplinary research-ers who work in areas such as medicine, psychol-ogy, nursing, statistics, biology, education andsociology, among others. The selected researchersare considered senior professionals because theypublish in respected scientific journals, serve as peerreviewers and/or editors of publications and/or areleaders of research groups. They play influentialroles in the education of new researchers. They areconsidered experienced because they have devel-oped skills in the area of scientific informationsearch during their academic careers. With theexception of interviewee A, all remaining selectedresearchers participated in training programsfocused on the use of library-based bibliographicinformation. The selected group exerted great influ-ence within the Brazilian scientific community inthe area of HIV/AIDS. The group was small, but itssize facilitated data collection.

Interviews

Semi-structured interviews were conducted with sixselected researchers in 2009. The general structure

of each interview consisted of three parts, (see theAppendix): (i) an open discussion that exploredeach interviewee’s career trajectory as a researcherin the field of HIV/AIDS; (ii) questions related tohow interviewers searched for information; and (iii)interviewees were asked to describe retrospectivescenarios, and to describe prospective scenarios(e.g. how they expected to conduct informationsearches 10 years ago and 5 years in the future).The prospective scenario was devised as a methodthat would place interviewees at ease. The goal wasfor interviewees to express themselves freely, with-out having to compromise with administrativestructures already established. Interviewees wereasked to imagine ways they would search for infor-mation in the future. The use of scenarios duringinterviews is a technique that is widely used bypsychologists to analyse behaviour.

Focus group

A focus group was conducted in 2010 with the sixsenior researchers who had previously participatedin the interviews conducted in 2009. The focusgroup meeting was filmed. It lasted one hour andwas moderated and observed by two researchers.The participants already knew one another becausethey worked in the same subject area. However,all participants were employed at different institu-tions. These factors did not affect the way thefocus group meeting was conducted. No intimidat-ing or manipulating views were expressed. Thefocus of the meeting was to discover what researchgroups require to successfully manage informationoverload and to compare the opinions expressedduring individual interviews with the collectiveopinions expressed by the group. The analysis wasaimed at the selection of information related toinformation literacy.

Table 1 Academic and demographic characteristics of Brazilian HIV/AIDS researchers interviewed in 2009

Interviewee Gender Institution city Age Undergraduate Master Doctorate Researcher since

A Male Rio De Janeiro 56 Medicine Public Health Public Health 1988

B Female Rio De Janeiro 60 Mathematics Statistics Public Health 1975

C Female Rio De Janeiro 44 Psychology Public Health Public Health 1991

D Male S~ao Paulo 42 Nutrition Public Health Public Health 1992

E Male S~ao Paulo 48 Medicine Medicine Medicine 1988

F Female S~ao Paulo 64 Psychology Psychology Psychology 1983



Information literacy: Brazilian researchers, Maria do Carmo Avamilano Alvarez et al.66

Analytical categories

Based on a review of the literature related to infor-mation literacy,3 the following analytical categorieswere identified. They were used to classify thecontent of the interviews and the focus group:• The researcher as a disseminator: Identifywhether the researcher passes on his/herknowledge related to the search for and use ofinformation to his/her students.

• Interactions with librarians: Does theresearcher require the assistance of librariansto perform his/her research? What types ofinteractions occur between the researcher andlibraries/librarians?

• Use of information and communication tech-nology: Identify whether the researcher isfamiliar with the types of information technol-ogy required to interact with databases andInternet portals and to collaborate withresearch groups.

• Use of language: Because use of a particularlanguage can identify the researcher’s actualability to use technology, as well as theresearcher’s familiarity with search methodsused to search databases, the purpose of thiscategory is to identify whether the researcheris familiar with and uses the technical termsemployed in information science, such as con-trolled vocabularies, descriptors, keywordsand database query.

Ethical considerations

The study was approved by the ethics committeeof both institutions involved in the research. Thefree and informed consent form was read andsigned by the six senior researchers. To guaranteeanonymity, all interviewees were identified by aletter allocated on a random basis.

Results

It was established that although interviewee A hadnot previously participated in any education pro-gramme for library users, he considered himselfinformation literate. He commented that these pro-grammes are not provided regularly in the majority

of Brazilian libraries. Therefore, he had to learn onhis own: ‘I never took part in any form of trainingor course. I learned along the way’. He explainedthat he employs a general approach when search-ing. He filters results empirically. However, whenhe needs to perform a systematic search for biblio-graphic reviews, he employs a more sophisticatedmethod, consulting several databases.Alternatively, interviewee B, who had previ-

ously participated in training focused on the use ofdatabases in academic libraries, stated that she hadexperienced difficulties with information searches.She stated that she had used PubMed database.However, she acknowledged that she was unfamil-iar with basic search methods, such as Booleansearching and use of a controlled vocabulary. Thiswas confirmed when the author of this paper sug-gested solutions that had already been incorporatedinto PubMed: ‘…You are looking for a subjectand a thousand things begin to appear… if therewas a way to use intersection…’ She appearedunaware of basic search techniques. It was appar-ent that she had not become self-sufficient withvarious search methods.Interviewee C did not clarify whether she con-

sidered herself self-sufficient with databasesearches, although she had previously participatedin training provided in libraries.Interviewee D stated that he had no need to use

the bibliographic review services provided by thelibrary.Interviewee E stated that his training began

when he was a student and continued with hiscontinued use of the library. He stated that he hadlearned how to use controlled vocabulary and hadbecome familiar with several databases, in additionto the traditional databases used in the biomedicalfield. He added that he continually passed thisknowledge on to his students.The interviewees considered themselves skilled

in conducting bibliographic searches required tofulfil their information needs. However, only twoof the interviewees demonstrated that they pos-sessed those skills. All of the interviewees high-lighted one major difficulty: information overload.Interviewee B stated, ‘I am much more a personbombarded by information than a person searchingfor information’.




It was also apparent that libraries had been per-forming their roles as educators in the area ofinformation literacy in a somewhat timid manner.

Researchers as disseminators

The interviewees work in university teaching envi-ronments as teachers and mentors of graduate stu-dents. The results of this study confirmed that theyserve as disseminators of knowledge related toinformation search with respect to their students.Interviewee A prepares material on a CD that he

distributes to his students. This material includesbibliographical references, a description of the da-tabases used and relevant tutorials. He alsoincludes an orientation guide to the preparation ofgraphics and other information required to conductresearch:

‘…I tell my students that I search in ways thatrequire the least amount of work’.

One method that requires the least amount of workis the method I use with Medline… I use those fil-ters for review and meta-analysis a great deal(Interviewee A).

Interviewee B teaches students how to searchand provides guidance in the choice of databases.

‘…I identify a number of databases. I literallyshow one person how to conduct the search’.

Interviewee C explained that she sets aside1 day of class time during each of her courses toexplain how to conduct a bibliographic review.She added, ‘You provide a general overview, askfor the results, and evaluate the results’.Interviewee D believed that a graduate student

should already know how to search for biblio-graphic information. He expected students to beindependent with respect to searching. He provideddirection to his students by referring to PubMedand Google Scholar. He then would add refine-ments to bibliographic research.Interviewee E explained that she passes on train-

ing she had already received to her students andproject team members because she realised the

difficulties involved for individuals just beginningto conduct research. She stated, ‘Because I felt thestudents were not able to deal with the vocabularyof the software…’

In the interviews and in the focus group, two in-terviewees (Interviewees A and D) were identifiedas disseminators of information on HIV/AIDS.Interviewee A was considered a ‘library’ by theother interviewees because he sends updated andrelevant information to the members of the group.Interviewee A was also the researcher who indi-cated that he had never participated in trainingsrelated to database use. The group considered In-terviewees A and D to be references for researchrelated to AIDS. Some words used to describe thisrole included ‘oracle’, ‘hub of the group’ and ‘ourGoogle’.Therefore, the interviewees demonstrate their

abilities to function as disseminators during theirregular teaching. Some interviewees excelled inthis role.

Interactions with information professionals

All interviewees stated that they had maintainedcontact with libraries or librarians. The librarianseither assisted them with bibliographic searches orhelped them locate particular publications. In theirreflections of past methods used to conduct biblio-graphic reviews, the interviewees described theassistance they had received from librarians andreflected on their visits to libraries and their use ofprinted bibliographies. Interviewee A stated, ‘Iwould come down to the library’. Interviewee Dstated, ‘I made many visits to the library to lookfor these things… I knew which titles wouldarrive… I kept myself updated and I frequentlyused internal mechanisms provided by the libraryduring that time’.Interviewee E stated, ‘I reviewed the Index

Medicus in paper form… I also remember thelibrarian consulted data on microfiche at my uni-versity. Sometimes, we wanted an article and thelibrarian would consult a microfiche’. Interviewee-B stated, ‘I was a library rat at the beginning ofmy career… At that time, I would spend the after-noon in the library’.As the availability of resources on the Internet

increased, the image of the library changed from




the actual structure of the building to the image ofa computer. Interviewee B described reading scien-tific articles she accessed on her own computer.Interviewee D considered libraries to be inherent

managers of information portals. In the past, theseservices were provided on-site. Currently, librariesreplicate the services provided by virtual portals.In the focus group, during a discussion related

to the education of librarians, Interviewee E com-mented that some libraries are attempting to pre-pare librarians in their areas of specialisation.Interviewee F stated that, in her university, librari-ans have begun to participate in events in theirareas of specialisation. She stated that she has beenenjoying this partnership.Two interviewees described the need for a

‘search assistant’ to provide guidance to researchgroups. They confirmed that a professional librar-ian should be contracted for this activity, ratherthan the current practice of employing trained stu-dents. The interviewees believed this professionallibrarian could organise information for researchgroups. Interviewee C presented an example of alibrarian who created a blog for the researchgroup. This interviewee demonstrated a goodunderstanding of the supporting role of libraries inthe training of researchers necessary during under-graduate studies to improve the quality of educa-tion.She noted that meetings between libraries and

researchers are very important. However, they fre-quently do not occur due to a lack of dialogue.She stated, ‘I think the library could play a sup-porting role in the education of these people. Ofcourse, to qualify, you cannot address this issue inone or two lessons’.In the discussions that occurred during the focus

group, interviewee E stated that the intentionshould be to bring libraries closer to researchers.Therefore, with respect to the interactions

between researchers and libraries, the librarian isperceived to be a service provider. The library isperceived as a building, a construction, a place, acollection of printed material. This situation differsfrom situations in the past, when researchers couldnot function without libraries and librariansbecause they were essential to the conduct of bib-liographic searches. The interviewees describedpast situations with a certain nostalgia. However,

the interviewees emphasised the importance of agreater deployment of librarians as educators inthe field of information literacy. They alsobelieved that librarians should provide increasedassistance to research groups.

Use of information and communication

technology

The interviewees are integrated in the informationsociety. They demonstrated this by citing databasesand software. They also discussed ways they or-ganised information on their personal computers.They referred to statistical databases, as well as todatabases such as Medline, Web of Science andScopus, among other technical resources used forbibliographic searches.None of the interviewees were opposed or

averse to technological development. However,they demonstrated a lack of critical insight andexpert knowledge in this area. Interviewee Edefended technology as a facilitator in the adminis-tration of information: We were trying to replicatethe physical world of libraries in this obsession tocatalogue everything. That is what we wanted todo in the virtual world. Google shocked everyonewith its motto: ‘Do not store, search’. To put itdifferently, ‘put it out there, more or less, and therest is just to search and search’.In the context of information technology, the in-

terviewees considered themselves a part of the vir-tual world. They considered technology to be afacilitator in searches, as well as the organiser andadministrator of scientific information.

Use of language

The use of language corresponds to the specialisedterminology used in information retrieval. It indi-cates the researcher’s level of familiarity withsearch resources and with the use of databases.Some specific terms taken from the domain ofinformation science were mentioned by severalinterviewees. These terms included ‘key word’,‘descriptors’, ‘related abstracts’, ‘indexes’ and‘thesaurus’.Interviewee C believed it was important to cre-

ate a systematic method when conducting biblio-graphic searches. She described this step-by-step




method in some detail. She mentioned that sheuses words in an attempt to filter search results.However, she did not explain whether she uses thewords as descriptors based on the thesaurus ofthe databases. She also mentioned the specificsearch portals she used: ‘CAPES’, ‘SciELO’ and‘PubMed’.When Interviewee E was asked whether he used

a particular controlled vocabulary, he provided thename of his preferred thesaurus. Interviewee Fbelieved that controlled vocabularies do notaddress the needs of her thematic area.Other international databases were also cited.

These included ‘Scopus’ and ‘Web of Science’. Inaddition, interviewees mentioned certain types ofsoftware used to manage bibliographies. Theseincluded ‘Endnote’ and ‘Zotero’. Interviewee Dstated that he frequently used the search tools,Google and PubMed.Therefore, based on their use of language, this

group of interviewees could be considered familiarwith the resources available for health informationsearching. Some indicated their active use of newand emerging programs. They stated that theystayed informed about the releases of these newtools. These efforts to stay up-to-date were appar-ent during both individual interviews and duringthe focus group. Some interviewees admitted hav-ing some difficulties with staying informed due tothe rapid development of these tools. However,they were up-to-date enough to obtain the informa-tion they required.

Discussion

The interviewees considered themselves informa-tion literate. However, they also noted that theyexperienced some difficulties. What are theseshortcomings and difficulties?The main difficulty appeared to relate to meth-

ods required to address and manage informationoverload. Each researcher must act independentlywhen searching for, selecting, filtering and storinginformation, primarily because of the need forspeed. To facilitate research, researchers must befamiliar with and have access to sources of scien-tific information. They must know how to conductsearch strategies and understand how to use thefiltering resources of specialised databases.

Information literacy is fundamental3 to all schol-arly efforts, whether they include informationrequired to write an article or information requiredto inspire and suggest new thematic avenues. Onthe one hand, researchers must search for informa-tion that can help them understand their environ-ments and close gaps in decision-making. On theother hand, researchers must search for informationthey can use to create meaning and buildknowledge.The creation of a new research project is framed

by the use of digital documents. This frameworkwill develop as information searches occur.Exhaustive information searches are not alwaysrequired during research. Green5 observes that if aresearcher possesses a few well-selected sources,he or she can find other sources cited in the refer-ences or footnotes without reducing the quality ofthe final results.Some authors refer to ‘serendipity’ when they

describe the discovery of relevant sources duringinformation searches. These sources appear some-what by chance.6,7 Some information discovered atrandom or by accident can strengthen research or,alternatively, highlight inherent errors.6 In coursesand research groups, participants can learn tobecome aware of new information that arise bychance during searching.7 This ability is also askill related to information literacy. The use ofadditional search tools, such as Google Scholar,was described by interviewees because theyrespected these tools’ speed and convenience whenobtaining documents.Because the interviewees are experienced

researchers, they find it relatively easy to selectpublications that are reliable and valid.5 Otherauthors such as Vibert et al.8 have also analysedthe use of these tools. Vibert describes neuroscien-tists use of tools primarily to search for generalinformation and images. Therefore, the ability toselect relevant information is an important skill forall individuals who desire to become informationliterate.It was apparent that participation in training

courses did not cause researchers to become infor-mation literate. One of the interviewees, who wasconsidered a gatekeeper (or disseminator) by thegroup, stated that he had never participated in anytype of course. On the other hand, another




interviewee, who had attended a course, admittedto having experienced difficulties in conductingdatabase searches. Green5 also concluded that, incontrast with the views of librarians, doctoral stu-dents can be information literate, even though theymight not have attended instructional programsoffered by libraries.The senior researchers interviewed are dissemi-

nating knowledge, becoming disseminators of sci-entific information, publishing their research andediting scientific publications. They also feel thatit is their responsibility to contribute to their stu-dents’ information literacy. However, these seniorresearchers lack the time to specialise in databaseuse. This emphasises the need for students toacquire information literacy early in their careers.Courses should be offered at the undergraduatelevel.8

Studies conducted on high school studentsreported a preference for Internet sources such asGoogle and Wikipedia. They are unconcernedabout how information is collected. They focussolely on outcomes and results.9,10 The authors ofthese studies believe it is important to understandthe process involved in information searches. Theybelieve that students should have prior knowledgerelated to health topics and information search pro-cesses. This approach reflects the idea of lifelonglearning: students enrolled in high school or under-graduate studies learning about the process ofinformation retrieval will develop these skills,incorporate them in daily life and disseminatethem during the course of their lives.Other authors have concluded that university

students rarely seek the aid of librarians whenretrieving unsatisfactory search results. Although itappears that these students have the abilities toobtain the information and sources they need, theirresults indicate they lack a broader understandingof the concepts of information literacy, as well ascritical thinking skills. Students learn how to com-plete tasks, but fail to learn ways to go deeper intoresearch methodologies and how to pass on thoseskills to others.11–13

This situation exerts a negative influence on sci-entific development. Therefore, it requires aresponse from information professionals. Whatsteps are libraries and librarians taking to improveinformation literacy? Researchers must access,

organise and use information. The reference ser-vices of libraries must meet these needs.14 A num-ber of attempts by libraries to meet these needshave been reported in published studies.15 How-ever, the question remains whether informationprofessionals are fully aware of libraries’ roles.Finally, who is responsible for information liter-

acy? Courses that previously consisted of educa-tional programs aimed at library users are nowoffered to research group leaders, students and ITprofessionals. This broadens and fragments theconcept of information literacy.Although the image of the library appears in a

nostalgic form, the results of qualitative studiesconducted in academic libraries located in the Uni-ted States have shown that graduate students alsorefer with ‘nostalgia’ to the use of paper and tophysical dependency on libraries. However, theyrecognise the conveniences offered by new tech-nologies.16 When the Brazilian intervieweesreferred to current conditions for informationsearching, they did not refer to library buildings orreal spaces. Rather, they referred to virtual digitalresources. They did not always consider theseresources, the responsibility of libraries or librari-ans. It is apparent that a transition has occurred:Researchers have transitioned from referencing thelibrary to referencing the Internet.From the point of view of researchers, librari-

ans, similar to other professionals, may be losingtheir identities because, in the digital world, thisprofessional category has become confused withsystems analysts, digital publishers, and secretar-ies. Simultaneously, a demand is growing for spe-cialisation on the part of librarians. For example, ifa librarian hopes to serve as a gatekeeper for aresearch group, he/she must participate in an inter-disciplinary group. The librarian must also possessa good understanding of how to use search toolsand information sources.Librarians can stand out in the promotion of

information literacy if they adopt the roles of edu-cators sharing their knowledge. Studies related toinformation literacy emphasise that the presence oflibraries and the roles of librarians are strengthenedand improved through the creation of collaborativeeducational efforts. According to Cobus,17 it is thelibrarian’s responsibility to initiate participation incurriculum projects in collaboration with faculty. In




addition, Cobus states, in the area of public health,the development of networks and partnerships isbecoming increasingly important and necessary dueto the scarcity of resources. This type of participa-tion by librarians in research integrated with otherprofessionals is also advocated by Green.5

A report detailing the experiences of a BritishUniversity librarian illustrates the conceptsinvolved in the promotion of information literacy.This librarian worked directly with the teachingfaculty and experienced the changes in the concep-tions of roles played by each professional.18 Theacademics understood that the librarian was notsolely a service provider. She was able to activelycontribute to teaching. In addition, as a librarian,she understood the faculty members’ informationrequirements.An idea has been proposed that librarians work

in closer proximity to academia and that librariansshould gain improved pedagogical knowledge sothey can act as information coaches.In other words, librarians can demonstrate how

to conduct database searches, as well as teach theeffective use of information.19 As a complement tothe first proposal, this second proposal requireslibrarians to provide more personalised andin-depth services.With respect to the use of technology, no major

difficulties are apparent. Technology is no longerconsidered foreign by Brazilian researchers. Theiruse of the Internet is a routine activity. It hasalready passed the stage of ‘fascination’ or ‘aver-sion’. Difficulties with technology that weredescribed in studies conducted in 2005,20 such asslow access speeds, lack of technical assistance,shortage of equipment and outdated software,among others, appear to have been overcome.Research institutions in Brazil are well-equippedwith respect to information technology. They haverapid access to major international systems.The interviewees mentioned software used, such

as Zotero and Endnote, for retrieval, sharing andorganisation of information. These types of soft-ware were described by Hull21 as tools that makedigital libraries more personal, sociable, accessibleand integrated into other systems. The focus groupwas split between those individuals who use thesetools and those who do not. Respecting theinterviewees, librarians need to develop skills to

deal with up-to-date technologies and fulfil themost rigorous academic user’s demands.22

Awareness of terminology used in searchresources suggests that coherence exists betweendiscourse and practice with respect to the use ofbibliographic databases. However, because inter-viewees were aware of tools, (e.g. a thesaurus),does not mean they actually use them. The use ofcontrolled vocabulary appears to be familiar to themajority of researchers, but its use was not con-firmed in the interviews. With respect to this issue,one study analysed logs created by an online cata-logue. The study concluded that users experienceddifficulties when they searched by topic, ratherthan when they used controlled vocabulary orsearch tools which were considered more appropri-ate for use by librarians.11 Another study suggeststhat information professionals should not quit theuse of controlled vocabularies because such vocab-ularies remain a key tool for helping researchers.23

Green5 also referred to certain terminology whenhe described the information literacy of doctoralcandidates. He noted that the candidates usedterms such as ‘literature search’, ‘preliminary liter-ature review’, ‘research databases’ and ‘digitalscanning of journals of interest’.It is possible that other characteristics of

research groups might be used to illustrate andevaluate information literacy. However, this pres-ent study focused on information searches andresearchers’ interactions with libraries. It is impor-tant to discuss the roles of librarians in informationliteracy, especially in Brazil, because librarycareers are not well known within the academiccommunity. Librarians’ participation in teachingremains uncommon.

Conclusion

Within this representative group of health research-ers working in the area of HIV/AIDS, theresearchers considered themselves only partiallycompetent with respect to information searches,primarily because they are faced with informationoverload. They stated that libraries play importantroles in the development of information literacy.They suggested that students should begin, earlyin their careers, to learn how to search for andselect information.




Because information literacy does not solelydevelop by attendance in courses, senior research-ers, in collaboration with librarians, can act asgatekeepers for research groups or as informationcoaches to promote each professional’s lifelonglearning. Therefore, with respect to Brazil andother countries in which the integration of academ-ics and librarians has not yet been consolidated,librarians must adopt proactive attitudes and seekout new roles.

References

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2 Shenton, A. K. Information literacy and scholarly investiga-tion: a British perspective. IFLA Journal 2009, 35, 226–231.

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Received 13 April 2012; Accepted 16 September 2013

Appendix Interview structure

Introduction

How long have you been working with research?How long have you been working on AIDS

research?How long have you been in a group research?How long have you been in this institution?




Besides research, what other activities have youbeen involved in?Would you tell us more about your career as an

AIDS researcher?

Questions About Information Search

To what aspect of AIDS research have you beendedicating your time?When was the last time you needed scientific

information?How did you undertake this bibliographic

search?

What were the difficulties you encountered?What did you find easy?What was the last article you read? On what

topic? How did you come across this article?Do you have any suggestions for improving the

search for scientific information?

Scenarios

Describe the scenario related to a bibliographicsearch you undertook 10 years ago.Describe the scenario related to an information

search you foresee for five hence.




information literacy: perceptions of brazilian hiv/aids researchers

Documents