|Information Sources and Bibliography||774FIB|
|3||Undergraduate||Communication Sciences||6 ects|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|(i) The UC aims to provide students with the knowledge of the main types of scientific information sources vs journalistic sources;|
(ii) To distinguish, characterizing the sources of scientific information and the sources of journalistic information;
(iii) To learn how to handle scientific information sources;
(iv) To develop bibliographic research strategies and skills for the elaboration of bibliographies in varied supports, especially in study bibliographies and databases;
(v) To increase habits of selection, organization and presentation of documents according to the international norms to produce scientific works.
|ntroduction to the discipline: Epistemology of Information Science|
1. Information landscape: cultural and technological influences
1.1. Evolution of the concept of information and information sources
1.2. Types of Scientific Information
1.3. Quick reference materials: Dictionaries, encyclopedias, guides (...)
1.4. Information literacy: research, access and use
2. Information literacy and research institutions: university libraries
2.1. Information services and
2.2. Reference services
2.3. Digital sources and digital libraries
2.4. Bibliographic Reference Databases
2.5. Open Access
3. Information issues
3.1. Information Policies
3.2. Ethical issues
3.3. Open access
4. Methods and techniques for preparing scientific papers
4.1. Scientific paper-writing
4.2. Definition of a scientific paper
4.3. How to organize and format a scientific paper
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|It is intended that the students understand the relative value of different types of information and know how to use the bibliographic information services, either textual in nature, whether of non-text character, intended for use in the preparation of scientific papers and others. The UC distinguishes the characteristics of scientific information sources of journalistic information sources and their usefulness.|
|Teaching Methodologies (Including Evaluation):|
|Theoretical and Pratical classes.|
One written test (60%). A research work on a subject of communication sciences (40%). Class participation and attendance are considered as weighting factors in the student's final assessment.
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|It is a course of theoretical and practical nature, lectures, are always complemented with practical and experimental work by the students. The written tests remain the most important tool for assessment of knowledge and skills of students, when theoretical knowledge is concerned and the ability of analysis and interpretation many different of sources.|
|Campello, B. e Caldeira, P. da T. (2008). Introdução às Fontes de Informação. Belo Horizonte.|
Campos, F. M. (2001). Da informação ao conhecimento: as Bibliotecas Nacionais no séc. XXI. Leituras: Rev. da BN, s3, n. 8, p.7-12.
Gastel, B. (2016). How to Write and Publish a Scientific Paper. London: Greenwood.
Hirsh, S. (2018). Information Services Today: An Introduction. London: Rowman & Littlefie.
Manning, P. (2005). News and News Sources: A critical introduction, Sage Publications.
Rozsa, V., Dutra, M. L., Adilson, L. P., Muriel-Torrado, E. (2017). O paradigma tecnológico da Internet das coisas e sua relação com a Ciência da Informação. Inf. & Soc.:Est., João Pessoa, v.27, n.3, p. 255-266.
Saldanha, G. S. (2018). Um método entre a Filosofia da Informação e a Organização do Conhecimento: Inf. & Soc.:Est., João Pessoa, v.28, n.3, p. 81-94.
Smith, L. C. & Wong, Melisa A. (eds.) (2016). Reference and Information Services: An Introduction. London: Libraries Unlimited.