Information literacy in digital educational processes: pattern of informational behavior of Pedagogy teachers in the use of digital library

Abstract

The objective of this study was to identify the informational behavior pattern of the teachers of the Pedagogy course of a Private Higher Education Institution of the Federal District in the use of their digital library and how this can contribute to their pedagogical practices. For this, a focus group technique was used, and the data revealed a pattern of informational behavior with contexts influenced by institutional strategies, cultural and technological barriers, but with specific behaviors that qualify the teaching and learning process through scientific research activities and academic practice, as well as for the actions of teaching practice and continuing education.