The exponential information growth has led to the development of a wide range of new issues associated with its access, authenticity, validity and credibility. Therefore, in the educational field there is now a global concern associated with the need to be up-to-dated concerning the most recent carried through works of research in the most diverse areas and the adoption of student-centered active pedagogies based on problem solving.The "research, analysis, comprehension and information management project" is the result of an adaptation of a former project ("library information technology module" initiated in the school year of 1998/99) and the result of a global set of research projects commited to develop diagnosis approaches and intervention strategies in order to promote the academic achievement and success of higher education students. The evaluation of the results from the previously developed project led to the general conclusion that the project modules were not adequate to the learning needs of the students and so, a reconstrutive effort was undertaken to adapt it to the requirements of the information society in which we now live in. This way, with this project we aim to help the students to activate their basic skills associated with the information management process, namely: topic analysis, information research and collection and information evaluation, organization and communication. The ten submodules proposed are the following: information management and new forms of literacy, library and internet research techniques, databases research, bibliographical management tools, report and paper writing, presentation and verbal exposition of contents, statistical data analysis tools, scientif papers and theses writing and time management.This project is divided in small submodules organized in a very flexible and dynamic structure to adapt itself to the real needs of the learner. The student is, therefore, able to draw his/her formative process by choosing the formative set of submodules that best serve his/her interests. The submodules also have a short duration and consist on presential sessions, on-line synchronous support sessions and on-line asynchronous support sessions. This step is supported by the learning collaborative tool (webct) available in the university of aveiro that allows the learners to experience an interactional on-line learning scope also inherent to the project by using many of the different resources always available (discussion groups, email, chat, etc.). In a general way, it is intended to increase the general levels of literacy and critical thinking of all those that participate in this formation project. The presentation will include an overview of the details, results, conclusions and implications of this type of intervention projects in order to invite suggestions, additional ideas from the participants and mutual learning will be strongly emphasized.