Introduction des compétences informationnelles dans un cours universitaire
avantages et enjeux d’une pratique innovante
DOI:
https://doi.org/10.33137/cjal-rcbu.v9.41078Keywords:
academic librarians, digital literacy, information literacy skills, surveys, undergraduate teachingAbstract
For several years now, the librarians at Université de Moncton have been teaching the Information Literacy / Library Research component as part of a mandatory introductory course offered to all first-year students in several faculties. As part of a study conducted in collaboration with the CompeTI.CA Partnership Network in 2016-2019, we collected and analyzed the perceptions of students participating in the course, as well as the observations and recommendations of librarians teaching it.
Using a qualitative and inductive grounded theory methodology adopted by the Network and based on an inclusive and collaborative approach has allowed us to generate research data and practical recommendations. The conclusions derive from the analysis of the data collected, rather than from predetermined theories. Results suggest that this model of teaching information literacy as part of a course and its learning objectives seems to benefit students and contribute to their academic success. Optimization of the pedagogical structure of the course, placement tests, as well as the importance of a gradual and adapted approach to developing the information literacy skills are some of recommendations that emerge from this study.
By publishing this article, we wish to make a modest contribution to the French-language scientific literature about the acquisition of information literacy skills by first-year university students, as well as the role of academic librarians in the teaching mission of post-secondary institutions.
Downloads
References
Aharony, Noa, Julien, Heidi et Noa Nadel-Kritz. 2020. « Survey of information literacy instructional practices in academic libraries ». Journal of Librarianship and Information Science 52 (4) : 964–971. doi.org/10.1177/0961000619891762.
Basilotta-Gómez-Pablos, Veronica, Matarranz, Maria, Casado-Aranda, Luis-Alberto et Ana Otto. 2022. « Teachers’ digital competencies in higher education: a systematic literature review ». International Journal of Educational Technology in Higher Education 19 (8). doi.org/10.1186/s41239-021-00312-8.
Blayone, Todd, Mykhailenko, Olena, VanOostveen, Roland, Grebeshkov, Oleksiy, Hrebeshkova, Olena et Oleksandr Vostryakov. 2017. « Surveying digital competencies of university students and professors in Ukraine for fully online collaborative learning ». Technology, Pedagogy and Education 27 (3) : 279–296. doi.org/10.1080/1475939X.2017.1391871.
Calvani, Antonio, Maria Ranieri et Antonio Fini. 2009. « Assessing Students’ Digital Competence in School. » Dans Proceedings of E-Learn 2009—World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. Sous la direction de T. Bastiaens, J. Dron et C. Xin, 852-859. Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/32565/.
Codet, Florence, Desrues, Clemence, Grandmougin, Anne-Cécile et Goran Sekulovski. 2020. « Le SCD Paris-8 et l’E-inclusion : Vers une émancipation numérique ». Bulletin des bibliothèques de France 2. https://bbf.enssib.fr/consulter/BBF-2020-2_Codet-et-al.pdf.
Chodock, Ted et Elizabeth Dolinger. 2009. « Applying Universal Design to Information
Literacy: Teaching Students Who Learn Differently at Landmark College ». Reference & User Services Quarterly 49 (1) : 24–32. http://www.jstor.org/stable/20865172.
Conseil de recherche en sciences humaines (CRSH). 2010. Économie numérique : Acquérir les compétences numériques de demain. https://www.sshrc-crsh.gc.ca/home-accueil-fra.aspx
Courcelles, Michel, Papin, Dominique, Séguin, Catherine, Langevin Harnois, Félix et Ève-Lyne Rondeau. 2020. « Portrait des compétences informationnelles des étudiants du réseau de l’Université du Québec : résultats d’enquête ». Documentation et bibliothèques 66 (3) : 5–15. doi.org/10.7202/1071197ar.
Eva, Nicole et Sandra Cowan. 2015. « Information literacy as an essential component of liberal education ». https://hdl.handle.net/10133/3810.
Gapski, Harald. 2007. « Some Reflections on Digital Literacy ». Proceedings of the 3rd International Workshop on Digital Literacy, 49-55. https://ceur-ws.org/Vol-310/paper05.pdf.
Godin, Jeanne, Michel Léger, Manon LeBlanc et Viktor Freiman. 2020. « Moving forward: Lessons learned from a collaboration network aimed at developing digital skills in New Brunswick ». Communication présentée au AERA2020 Annual Meeting. The Power and Possibilities for the Public Good. San Francisco, CA. April 17-21, 2020. www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2020-Annual-Meeting.
Groupe de travail sur la Promotion du développement des compétences informationnelles [GT-PDCI]. 2016. Référentiel de compétences informationnelles en enseignement supérieur. Traduction française du Framework for Information Literacy for Higher
Education de l’Association of College & Research Libraries (ACRL, 2015). Québec, QC : Université du Québec. https://ptc.uquebec.ca/pdci/system/files/documents/administration/referentiel_acrl_2016-vf_0.pdf.
HabiloMédias. 2016. Fondements de la littératie numérique. https://habilomedias.ca
Hosier, Allison. 2015. « Teaching Information Literacy Through ‘Un-Research’ ». Communications in Information Literacy 9 (2) : 126-135. doi.org/10.15760/comminfolit.2015.9.2.189.
Lecea, Marisha et Maria A. Perez-Stable. 2019. « Success of reiterative instruction: Looking at faculty-librarian collaboration to improve information literacy in political science education ». College & Undergraduate Libraries 26 (1) : 35-51. doi.org/10.1080/10691316.2019.1575305.
Lechtenberg, Ursula et Carrie Donovan. 2022. « Undoing Our Instructional Past: Envisioning New Models for Information Literacy ». College and Research Libraries 83 (5) : 837-840. doi.org/10.5860/crl.83.5.837.
Liu, Guoying. 2021. « Information literacy instruction for international graduate engineering students: A case study at University of Windsor ». Journal of Academic Librarianship 47 (5). doi.org/10.1016/j.acalib.2021.102415.
Orunsolu, Abdul, Olufunke Rebecca Vincent, Felix Adebayo et Oluwaseun Bamgboye. 2010. « Collaborative research: A synergistic approach to socio-economic development. » Dans Proceedings of Informing Science & IT Education Conference (InSITE) 2010, 10 : 551-559. https://www.informingscience.org/Publications/1273.
Paillé, Pierre. 1994. « L’analyse par théorisation ancrée ». Cahiers de recherche sociologique (23) : 147–181. doi.org/10.7202/1002253ar.
Parry, David, Jon Salsberg, et Ann C. Macaulay. 2009. Guide sur la collaboration entre les chercheurs et les utilisateurs des connaissances dans la recherche en santé. Ottawa: Instituts de recherche en santé du Canada. https://cihr-irsc.gc.ca/f/44954.html
Perruso, Carol. 2016. « Undergraduates’ Use of Google vs. Library Resources: A Four-Year Cohort Study ». College & Research Libraries 77 (5) : 614-630. doi.org/10.5860/crl.77.5.614.
Price, Elizabeth et Rebecca Richardson. 2015. « Integrating the thematic approach into information literacy courses ». Reference Services Review 43 (1) : 125-136. https://doi.org/10.1108/RSR-12-2014-0059.
Purnell, Margaret, Royal, Bernadette et Lyndall Wharton. 2020. « Supporting the development of information literacy skills and knowledge in undergraduate nursing students: An integrative review ». Nurse Education Today 95. doi.org/10.1016/j.nedt.2020.104585 .
Rae, Sandy et Margaret Hunn. 2015. « Assessing the Impact of Embedding Online Academic and Information Literacy Resources into a First Year Business Course ». Evidence Based Library and Information Practice 10 (4) : 95-112. doi.org/10.18438/B80C76.
Rath, Logan. 2022. « Factors that influence librarian definitions of information literacy ». The Journal of Academic Librarianship 48 (6). doi.org/10.1016/j.acalib.2022.102597
Sullo, Elaine. 2016. « Engineering Faculty Indicate High Levels of Awareness and Use of the Library But Tend to Consult Google and Google Scholar First for Research Resources ». Evidence-Based Library and Information Practice 11 (3) : 102-4. https://doi.org/10.18438/B84K98.
Tewell, Eamon. 2015. « A Decade of Critical Information Literacy: A Review of the Literature ». Communications in Information Literacy 9 (1) : 24-43. 10.15760/comminfolit.2015.9.1.174 .
UNESCO. 2022. « Programme Information pour tous ». www.unesco.org/fr/ifap/information-literacy.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Victoria Volkanova, Viktor Freiman
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution Non-Commercial License (CC BY-NC) that allows others to use and share the work with an acknowledgement of the work's authorship and initial publication in this journal, as long as it is not used for commercial purposes. This license does not waive the author’s moral rights.
Authors may choose a different Creative Commons license that allows reuse and remixing of content (CC BY, CC BY-SA, or CC BY-NC-SA) by indicating their preference to the editors.