Banca de DEFESA: MAYARA SHELLEY PASCOAL VALE

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MAYARA SHELLEY PASCOAL VALE
DATE: 19/12/2025
TIME: 10:00
LOCAL: meet.google.com/nrf-gviq-fmf
TITLE:

GAMIFICATION FOR THE DEVELOPMENT OF INFORMATION LITERACY: Action research at the Sectoral Library of the Childhood Education Center at the Federal University of Rio Grande do Norte

KEY WORDS:

Gamification; Active Methodologies; School Library; Information Literacy; Education.

PAGES: 159
BIG AREA: Ciências Sociais Aplicadas
AREA: Ciência da Informação
SUBÁREA: Biblioteconomia
SUMMARY:

Gamification, understood as the use of game elements, mechanics, and dynamics in non-game contexts, has emerged as an active learning methodology capable of fostering engagement, motivation, and participation in educational environments, including school libraries. Within this context, this dissertation investigates how gamification can be applied as a strategy to support the development of information literacy among elementary school students, understood as the ability to locate, access, evaluate, and critically use information in diverse formats and situations. The general objective was to evaluate the application of the Gamification Design Model for Fostering Information Literacy in the creation and implementation of gamified activities in a school library, culminating in the development of a practical guide to support librarians interested in adopting this approach. Methodologically, this is an applied, qualitative, exploratory study conducted through action research, involving a literature review, documentary research, application of the selected design model, participant observation, and the use of the TRAILS tool to assess information literacy skills. The study was carried out in the School Library of NEI-CAp/UFRN with 18 fifth-grade students, selected based on age range, class availability in the afternoon shift, and logistical feasibility for implementing the activities. Based on the competencies established by the Brazilian National Common Curricular Base and international information literacy frameworks, two gamified activities were developed. The first, “Find the Card in the Library,” sought to foster reading, text interpretation, and the ability to locate information sources in the physical collection. The second, “Do You Know Rio Grande do Norte?”, aimed to develop digital search skills, critical evaluation of information and sources, and knowledge of the state’s historical and geographic context. The activities were implemented in the library setting and evaluated using satisfaction instruments and a post-activity application of the TRAILS tool. The results, combined with the researcher’s observations, indicate strong student receptivity, sustained interest throughout the activities, and signs of strengthened information literacy skills related to searching, selecting, and analyzing information. Findings suggest that gamification can contribute to making the learning process more active and meaningful, reinforcing connections between the library, classroom, and curriculum, especially when guided by a structured design aligned with clear pedagogical goals. As a practical outcome, the Gamification Guide for School Libraries was developed, bringing together theoretical foundations, practical guidelines, the design model, and two complete activities that can be adapted or replicated in different contexts. It is expected that the guide will support the expansion of gamification in libraries and encourage new initiatives aimed at fostering information literacy among elementary school students.

COMMITTEE MEMBERS:
Interna - 1132649 - GABRIELLE FRANCINNE DE SOUZA CARVALHO TANUS
Externa à Instituição - MARIANNA ZATTAR BARRA RIBEIRO
Presidente - 3061498 - NANCY SANCHEZ TARRAGO