|Information Sources and Bibliography||1111FIB|
|2||Undergraduate||Communication Sciences||6 ects|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|a) To promote knowledge of the sources of scientific information in the areas of Social Sciences and Humanities,|
b) To develop research techniques for different types of sources of scientific information,
c) To acquire research skills, access and use of information sources,
d) To Know and distinguish the generic and specialized information sources,
e) To develop autonomous research and classification of information sources.
|Introduction to the discipline: Epistemology of Information Science|
1. Horizons of information: cultural and technological influences
1.1. Evolution of the concept of information and information sources
1.2. Types of scientfic information sources
1.3. Reference materials: Dictionaries, encyclopedias, guides (...)
1.4. Information literacy: research, access and use
2. Bibliography as a tool for researching knowledge
2.1. Concept and historical evolution
2.2. Bibliography functions
2.3. Typology of bibliographies
3. The classification of scientific research in terms of objectives and forms of approach
4. Specific issues of scientific information - research in databases and other sources of academic and scientific information
4.1. Research planning
4.2. Resource elaboration and presentation
5. Methods and techniques for preparing scientific papers
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|It is intended that the students at the end of the semester:|
a) To identify, access and search the sources of scientific information;
b) To recognize the producers and users of bibliographic information (digital and non-digital);
c) To develop research skills and effectiveness in recovering scientific information;
d) To keep knowledge that guarantees autonomy in the elaboration of practical research, selection and use of scientific information sources and
e) To acquire the notions and experience scientific communication practices.
|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 empirical research and organization of sources by students in the classroom. The written tests remain the most important tool for assessment of knowledge and skills of students, and the ability to access, collect, select and use different types of academic and scientific sources.|
|Caldeira, P. da T. & Campello, B. (2018). Introdução às Fontes de Informação. Autêntica Editora.|
Gastel, B. (2016). How to Write and Publish a Scientific Paper. London: Greenwood.
Hirsh, S. (2018). Information Services Today: An Introduction. London: Rowman & Littlefie.
Nelson, L. K. (2016). Research in Communication Sciences and Disorders: Methods for Systematic Inquiry. Plural Publishing.
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.
|Lecturer (* Responsible):|
|Judite Freitas (email@example.com)|