There are 25 research groups certified by the National Council for Scientific and Technological Development, comprising 267 researchers, including foreign researchers, from 18 Brazilian institutions. The National Association for Research and Graduate Studies in Information Science has working groups that discuss this topic annually from various perspectives at the National Conference on Information Science Research. Another group worthy of mention is the Brazilian Federation of Associations of Librarians, Information Scientists, and Institutions, which has produced a document entitled ‘Political Manifesto on Information Literacy (CoInfo) – 2022 – Librarians: Professionals of Light’ and the ‘Florianópolis Manifesto on Information Literacy and Vulnerable Populations and Minorities’. These two documents were developed collectively and are aligned with the objectives of the UN’s 2030 Agenda.

Today, we can say that research on information literacy in Brazil follows the trends in Latin America, and is divided into the following topics:

• Misinformation and critical literacies: focusing on fake news, infodemic, critical information literacy, and politics
• Multiple literacies: focusing on media information literacy and digital literacy
• Inclusion and informational justice: focusing on accessibility and vulnerable groups
• Education and libraries: focusing on programs, teacher training, and distance learning
• Conceptual advances: focusing on models, terminology, and assessment
• Socio-technical environments: platforms, AI, and digital ecosystems

Whilst research has made real progress on these topics and information literacy is now part of the national curriculum, Brazil still hasn’t got a solid, standardised way to measure information literacy, something like ACRL’s Framework for Higher Education. The problem? Too many scattered initiatives pulling in different directions, and not enough deep, well-thought-out research to guide the way. That’s mainly because most research focuses on universities and librarians’ teaching roles rather than looking at the bigger picture.

Educational context is a very important topic investigated by Brazilian researchers.  The main context is academic and its students, followed by the faculty. Integrating information literacy into primary and secondary schools is a pressing priority, driven by new government guidelines for school curricula. Although these guidelines use the term “digital culture” instead of “information literacy”, their core educational goals align closely with information literacy principles. Schools are struggling with a lack of libraries, according to official data. Despite this challenge, there are programmes of information literacy being delivered to students and teachers that focus on developing their information skills. Rather than studying general or privileged groups, researchers often work directly with specific communities through participatory action studies.

Another trend is a clear expansion beyond traditional research on information literacy, with integrated approaches involving Media and Information Literacy (MIL) and digital literacy in schools and libraries as a result of the approval of the Brazilian Media Education Strategy by the Federal government. This document has a main focus on “Promote the teaching and learning of skills and competencies for reading and critical participation in the experience with media in formal and informal spaces, addressing social, regional, racial, ethnic, religious, gender diversities, and their intersections.”

Furthermore, there’s a significant gap in research around professional and technological education and distance learning. Whilst studies on information literacy and disinformation are plentiful, very few examine technical education or distance learning settings. This makes it a high research priority to integrate critical information skills into technical and distance-learning curricula.

Brazilian researchers have also prioritised empirical studies that examine information literacy as a tool for the social inclusion of marginalised populations, among which:

• Older Adults: A rapidly growing segment of the population, often described as “digital immigrants,” who face unique socio-cognitive barriers. This makes them particularly vulnerable to financial fraud, digital exclusion, and social media manipulation. Research focuses on developing tailored digital literacy programmes that respect their life experiences and cognitive needs.
• Transgender and Gender-Diverse Communities: Research explores how transgender, gender-diverse, and travesti individuals develop information strategies to access healthcare, navigate bureaucratic systems for legal name changes, and resist systemic discrimination.
• Homeless People and Immigrants: Studies examine the severe information poverty experienced by unhoused individuals and people who have come to Brazil fleeing conflict and social hardship in their home countries. These studies investigate how access to public information networks can help people reclaim basic human rights, secure shelter, and find employment.
• People with Disabilities: Studies explore how to make libraries and their services more inclusive and accessible to disabled people.
• Children and Young People: Research addresses strategies for identifying fake news, social media use, and other information literacy concerns among adolescents.

The development of research on information literacy in Brazil shows that the field is linked to the country’s social struggles. In many cases, information literacy is a tool for empowerment, particularly among groups that are constantly marginalised socially. Studies involving minority groups are becoming increasingly common in the country, given the many barriers these people face throughout their lives. Being information literate in a country such as Brazil can open doors and pave the way, whilst guaranteeing the basic right of access to information enshrined in the Brazilian Federal Constitution.