Information literacy has gained relevance for being a fundamental pillar for lifelong learning, since it develops an understanding of the form, processes and cycle of production and critical use of different types of information. Information literacy is a meta-competence capable of helping the individual to deal with specific informational needs of each context and, because information literacy is considered essential for full human development, it can be considered as social innovation, since social innovation aims at social transformation by means of changes in social practices. This article is a literature review that attempted to elucidate how Engeström´s Activity Theory is a potential theory to represent the underlying process of learning transfer that occurs in the processes of transformational information literacy in a context of social innovation, contrasting it with the situational perspective of information competence, in which learning is not automatically transferable from one context to another, but mediated by practice and limited to the situation, innovation can be stymied by the unidirectional learning movement that makes the learner experienced of a practice.@en
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Information literacy is a meta-competence capable of helping the individual to deal with specific informational needs of each context and, because information literacy is considered essential for full human development, it can be considered as social innovation, since social innovation aims at social transformation by means of changes in social practices. This article is a literature review that attempted to elucidate how Engeström´s Activity Theory is a potential theory to represent the underlying process of learning transfer that occurs in the processes of transformational information literacy in a context of social innovation, contrasting it with the situational perspective of information competence, in which learning is not automatically transferable from one context to another, but mediated by practice and limited to the situation, innovation can be stymied by the unidirectional learning movement that makes the learner experienced of a practice.] => 0 ) ) [pt] => Array ( [0] => Array ( [A competência em informação ganhou relevância por ser um pilar fundamental para a aprendizagem ao longo da vida, uma vez que desenvolve a compreensão sobre a forma, os processos e o ciclo de produção e uso crítico de diferentes modalidades de informação. A competência em informação é uma meta-competência capaz de auxiliar o indivíduo a lidar com necessidades informacionais específicas de cada contexto e, por ser considerada essencial para o pleno desenvolvimento humano, pode ser considerada como inovação social, uma vez que a inovação social visa à transformação social por meio de mudanças nas práticas sociais. O presente artigo é uma revisão de literatura que visa elucidar como a Teoria da Atividade de Engeström é uma potencial teoria para representar o processo subjacente de transferência de aprendizagem que ocorre nos processos de competência em informação transformacional em um contexto de inovação social, contrastando-a com a perspectiva situacional de competência em informação, em que a aprendizagem não é automaticamente transferível de um contexto para outro, mas mediadas pela prática e limitadas à situação, a inovação pode ser engessada pelo movimento de aprendizagem unidirecional que torna experiente o aprendiz de uma prática.] => 0 ) ) ) [hasID] => Array ( [nn] => Array ( [0] => Array ( [oai:ojs.www2.marilia.unesp.br:article/12493] => 0 ) [1] => Array ( [oai:ojs.revistas.marilia.unesp.br:article/12493] => 0 ) ) ) [hasRegisterId] => Array ( [pt] => Array ( [0] => Array ( [https://revistas.marilia.unesp.br/index.php/bjis/article/view/12493] => 0 ) [1] => Array ( [10.36311/1981-1640.2021.v15.e02129] => 0 ) ) ) [hasSource] => Array ( [pt] => Array ( [0] => Array ( [Brazilian Journal of Information Science: Research Trends; Vol. 15 (2021): continuous publication ; e02129] => 0 ) [1] => Array ( [Brazilian Journal of Information Science: research trends; v. 15 (2021): Publicação contínua; e02129] => 0 ) [2] => Array ( [1981-1640] => 0 ) ) [es] => Array ( [0] => Array ( [Brazilian Journal of Information Science: Research Trends; Vol. 15 (2021): Publicación continua; e02129] => 0 ) ) ) [hasTitle] => Array ( [en] => Array ( [0] => Array ( [Activity Theory in understanding Information Literacy as a Social Innovation] => 0 ) ) [pt] => Array ( [0] => Array ( [A Teoria da Atividade na Compreensão da Competência em Informação como Inovação Social] => 0 ) ) ) [hasUrl] => Array ( [pt] => Array ( [0] => Array ( [https://revistas.marilia.unesp.br/index.php/bjis/article/view/12493/8247] => 0 ) ) [nn] => Array ( [0] => Array ( [https://revistas.marilia.unesp.br/index.php/bjis/article/view/12493] => 0 ) [1] => Array ( [https://revistas.marilia.unesp.br/index.php/bjis/article/view/12493/8247] => 0 ) ) ) [prefLabel] => Array ( [pt] => Array ( [0] => Array ( [Oai:ojs.www2.marilia.unesp.br:article/12493#00004] => 0 ) ) ) [hasDOI] => Array ( [nn] => Array ( [0] => Array ( [10.36311/1981-1640.2021.v15.e02129] => 0 ) ) ) )
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