Approaches to the concept of informational pedagogy from the cognitive paradigm in libraries

Abstract

In this paper the characteristics of literacy outlined in the institutions
of information, treatment cognitive functions specialty of Library
and Information Sciences, carrying a critical thought from the informational
education and participation in the Library “user training” to current
models of “information literacy”. a philosophical reflection of information
literacy in both directions is performed: from the point of view of users as
mastering a set of skills or skills to obtain, evaluate, use and communicate information through conventional and electronic means and from the view of librarians responsible for the service and activities to achieve the teaching and learning of the concepts, procedures and attitudes concerning access and use of information. In enhancing the educational use of libraries, lifelong learning is vital as a teacher librarian in terms of   ansmitting knowledge for the development of information skills. Information literacy has become an essential and contradictory concept in terms of its meaning for a large part of the library community belonging to university libraries, specialized in general. The experience of information literacy and library extension activity is exposed from a specialized library to teenage audiences.