Mediating skills for scientific literacy in the school library

approaches to Freirean knowledge

Abstract

The article addresses scientific literacy in the school library. It assumes that the school library is a “fertile ground” for stimulating scientific curiosity and assigns the responsibility for establishing partnerships and promoting skills and knowledge that contribute to the construction of children’s knowledge to the various mediators, especially teachers and librarians. In this sense, the objective of the article was to present skills and knowledge of mediators in the school library, aiming at students' autonomy and their appropriation of scientific information. As for methodological procedures, it uses a narrative bibliographic review, based on a non-exhaustive bibliographic and documentary design, with a qualitative approach. Among the results, a set of knowledge is evident (knowledge, procedures, attitudes and values), which need to integrate the mediator's actions in the scientific literacy of students. It concludes that there is an urgent need to carry out more in-depth research into the skills of the mediator, but also of children and young people. In the same sense, it is essential to promote collaborative actions between the teacher and the librarian in order to encourage the investigative spirit in students.