Reading competence in the school library: knowledge and skills for the development of critical reading in the elementary school library

Abstract

Introduction: Developing skills in information and reading is essential in contemporary times in order to acquire skills and techniques to recover and understand, use and communicate reliable information made available in scientific, literary, technical modalities and stored in multimodal formats. Therefore, reading competence, crossed by competence in information and the literacy process, is responsible for the development of a critical conscience in the school routine, helping to combat misinformation. Given the above, the objective is to analyze the librarian practice in elementary schools that contributes to the development of reading competence in the digital age. Method: The research is exploratory and descriptive in nature and, in terms of procedures, it is characterized as a case study and a bibliographical survey with the aim of supporting an investigation with a predominantly qualitative approach. Results: It was verified that the acquisition of knowledge and attitudes becomes a condition for obtaining a critical reading of the different modalities and languages available in hybrid spaces of information, education and culture such as the library, school and cyberspace. Conclusion: About the librarian actions for the promotion of competences observed with more prominence in this study, they were the orientation to the school, academic and/or scientific research; information search guidance on shelves, catalogs, repositories, among others; reading practices, mainly through the imagery reading modality, and through the strategy of dialogued and expressive collective reading; and actions for the ethical use of information, such as guidance on the use of fact-checking tools.