A função do letramento informacional no enfrentamento do plágio em uma era de Inteligência Artificial: um estudo exploratório no Instituto Federal de Pernambuco

Abstract

The aim of the research was to understand how librarians at the Federal Institute of Pernambuco (IFPE) implement collaborative educational initiatives with student researchers regarding plagiarism, in light of the opportunities and challenges presented by Artificial Intelligence (AI). The research problem focused on the absence of collaborative Information Literacy (IL) educational initiatives implemented by librarians aimed at guiding students and teachers in Integrated Secondary Education, with a view to preventing plagiarism and addressing the growing concern regarding plagiarism facilitated by the use of AI. To this end, a literature review was conducted to understand the current state of IL, the competence of ethical information use, and to evaluate IL models, as well as the concept of plagiarism and its detection technologies. To understand the context of Vocational and Technical Education (VTE) and plagiarism, a Systematic Literature Review (SLR) was conducted, a process aimed at identifying in the literature the factors influencing the practice of plagiarism, educational strategies for prevention, and the impacts of plagiarism within the VTE context. The methodological procedure consisted of an exploratory study with a qualitative approach, carried out in five stages, namely: (i) Documentary research; (ii) Exploratory stage with the IFPE institutional manager; (iii) Exploratory stage with librarians from the Integrated Library System (SIBI-IFPE); (iv) Exploratory stage with students; (v) Exploratory stage with teacher-researchers. The data collection instruments used were a questionnaire and interviews. The research population was the IFPE, Recife Campus, involving the participation of the research manager, librarians, teacher-researchers and students. For data processing, a descriptive technique was used, and for the analysis of the open-ended questions from the interviews, content analysis was adopted. The results obtained informed the planning and development of an Educational Product (EP), structured in the form of a Digital Book, aimed at training librarians to implement collaborative educational initiatives related to guidance and the prevention of plagiarism. In the next stage, a workshop proposal forming part of the Digital Book was implemented and tested; organized into six stages, it was to be delivered by librarians to students or lecturers. The workshop included activities ranging from the use of quizzes (interactive games) to discussions on the use of Artificial Intelligence to support academic writing and plagiarism detection. The workshop proposal was implemented and evaluated by the librarians participating in the research, which enabled an analysis of its relevance, applicability and pedagogical potential within the institutional context. The results of the implementation and evaluation indicate that the workshop proposal can contribute to the training of these professionals, enhancing the institution’s Information Literacy educational initiatives and strengthening the collaboration between librarians and teachers in promoting the ethical use of information. It is evident that IL, facilitated by technology and collaborative work, can contribute significantly to the prevention of plagiarism at IFPE, preparing professionals to face the challenges posed by Generative Artificial Intelligence and enhancing the quality of academic research at VTE