Uses and meanings of Active Methodologies in the field of Library and Information Science

an overview of publications available in BRAPCI

Abstract

This study examined the presence of active learning methodologies and strategies in scientific production within Library and Information Science, aiming to identify trends, thematic approaches, and research gaps. A qualitative, exploratory, descriptive, and documentary study was conducted, based on the analysis of 21 works indexed in BRAPCI. The findings indicate that teaching in the field has increasingly incorporated dynamic practices, prompting a shift in the instructor’s role toward that of a facilitator in the learning process. The most frequent methodologies include theoretical studies, literature reviews, action research, and systematic reviews, alongside occasional surveys. The use of these approaches suggests a balance between conceptual production and practical application. Regarding dissemination channels, the journal “Informação & Informação” and innovation-oriented academic events stand out. The thematic analysis revealed a strong recurrence of the terms “active methodology” and “active methodologies,” associated with practices such as problem-based learning, gamification, and collaborative projects aimed at fostering student autonomy. Additionally, topics such as teaching-learning, knowledge management, and information literacy guide much of the discussion. Despite growing interest in the subject, the scientific output remains fragmented and weakly articulated among institutions, particularly due to the lack of comparative studies across programs and regions. The results reinforce that active learning methodologies play a strategic role in training in Library and Information Science, supporting pedagogical innovation, student engagement, and continuous learning.