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Desenvolvimento de competências de professores bibliotecários em IAGen: estudo de aceitação, uso e implementação dessa tecnologia
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Orientador(es)
Resumo(s)
emergência da Inteligência Artificial Generativa (IAGen) trouxe mudanças significativas nos modos de produção e mediação da informação, colocando novos desafios à educação e, em particular, às bibliotecas escolares. Neste cenário, os professores bibliotecários assumem um papel estratégico na integração desta tecnologia e no desenvolvimento de competências digitais e algorítmicas da comunidade escolar.
Este estudo, de natureza mista, analisa os fatores que influenciam a aceitação e o uso da IAGen por professores bibliotecários, visando fundamentar o desenho e a implementação de um modelo de formação, bem como avaliar o seu impacto a partir das perceções dos participantes. A fase quantitativa baseou-se num questionário estruturado segundo o modelo UTAUT2, adaptado com a inclusão do construto “atitude perante o uso” e a exclusão do “hábito”, por se tratar de uma tecnologia emergente, sem rotinas consolidadas. A fase qualitativa, desenvolvida após a formação, recorreu a um grupo focal para explorar perceções, desafios e estratégias de integração da IAGen em contexto de biblioteca escolar. A articulação das duas abordagens possibilitou uma compreensão abrangente e contextualizada do fenómeno.
Os resultados evidenciam uma predisposição globalmente positiva, sendo a intenção de uso fortemente influenciada pela expectativa de desempenho, pela motivação hedónica e pela atitude perante o uso. Foram ainda identificadas barreiras relacionadas com a insuficiência de condições facilitadoras, sobretudo ao nível das infraestruturas tecnológicas, do suporte técnico e do apoio institucional. O grupo focal confirmou o potencial da IAGen no apoio ao ensino e à inovação pedagógica, mas salientou a necessidade de programas formativos que articulem tecnologia e pedagogia, superando uma visão meramente instrumental. Em síntese, a aceitação da IAGen pelos professores bibliotecários, embora promissora, depende de políticas institucionais consistentes e de estratégias formativas sustentadas. Neste quadro, apresenta-se um modelo de formação que conjuga os referenciais UTAUT2 e TPACK, procurando oferecer um contributo para a capacitação pedagógica e para a integração crítica da IAGen em bibliotecas escolares.
The emergence of Generative Artificial Intelligence (GenAI) has brought significant changes to the ways information is produced and mediated, posing new challenges to education and, in particular, to school libraries. In this context, teacher librarians play a strategic role in the integration of this technology and in the development of digital and algorithmic competences within the school community. This mixed-methods study analyses the factors influencing the acceptance and use of GenAI by teacher librarians, with the aim of informing the design and implementation of a training model, as well as assessing its impact based on participants’ perceptions. The quantitative phase was based on a questionnaire structured according to the UTAUT2 model, adapted by including the construct “attitude towards use” and excluding “habit”, since GenAI is an emerging technology without consolidated routines. The qualitative phase, conducted after the training, relied on a focus group to explore perceptions, challenges, and strategies for integrating GenAI into the school library context. The combination of both approaches enabled a broader and more contextualised understanding of the phenomenon. The findings reveal an overall positive predisposition, with behavioural intention strongly influenced by performance expectancy, hedonic motivation, and attitude towards use. Barriers were also identified, particularly related to insufficient facilitating conditions, such as technological infrastructure, technical support, and institutional backing. The focus group confirmed the potential of GenAI in supporting teaching and pedagogical innovation, while highlighting the need for training programmes that integrate technology and pedagogy, thereby overcoming a merely instrumental view. In summary, the acceptance of GenAI by teacher librarians, although promising, depends on consistent institutional policies and sustained training strategies. Within this framework, a training model is proposed that combines the UTAUT2 and TPACK frameworks, aiming to contribute to the pedagogical empowerment of teacher librarians and to the critical integration of GenAI in school libraries.
The emergence of Generative Artificial Intelligence (GenAI) has brought significant changes to the ways information is produced and mediated, posing new challenges to education and, in particular, to school libraries. In this context, teacher librarians play a strategic role in the integration of this technology and in the development of digital and algorithmic competences within the school community. This mixed-methods study analyses the factors influencing the acceptance and use of GenAI by teacher librarians, with the aim of informing the design and implementation of a training model, as well as assessing its impact based on participants’ perceptions. The quantitative phase was based on a questionnaire structured according to the UTAUT2 model, adapted by including the construct “attitude towards use” and excluding “habit”, since GenAI is an emerging technology without consolidated routines. The qualitative phase, conducted after the training, relied on a focus group to explore perceptions, challenges, and strategies for integrating GenAI into the school library context. The combination of both approaches enabled a broader and more contextualised understanding of the phenomenon. The findings reveal an overall positive predisposition, with behavioural intention strongly influenced by performance expectancy, hedonic motivation, and attitude towards use. Barriers were also identified, particularly related to insufficient facilitating conditions, such as technological infrastructure, technical support, and institutional backing. The focus group confirmed the potential of GenAI in supporting teaching and pedagogical innovation, while highlighting the need for training programmes that integrate technology and pedagogy, thereby overcoming a merely instrumental view. In summary, the acceptance of GenAI by teacher librarians, although promising, depends on consistent institutional policies and sustained training strategies. Within this framework, a training model is proposed that combines the UTAUT2 and TPACK frameworks, aiming to contribute to the pedagogical empowerment of teacher librarians and to the critical integration of GenAI in school libraries.
Descrição
Palavras-chave
Inteligência Artificial Generativa (IAGen) Literacia da Informação e dos Media (MIL) Aceitação da Tecnologia (UTAUT2) Professores Bibliotecários Bibliotecas Escolares Generative Artificial Intelligence (GenAI) Media and Information Literacy (MIL) Technology Acceptance (UTAUT2) Teacher Librarians School Libraries