La formation à la recherche d'information dans l'enseignement supérieur en filière scientifique : contextes institutionnel et scientifique, exemple d'une formation à la maîtrise de l'information

Martin, Thérèse

doi:10.3917/docsi.423.0190

Cited by 2 publications

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“…formation à la recherché documentaire; formation à la recherché d'information; formation à la méthodologie documentaire; formation des usagers; formation documentaire; formation à la maîtrise de l'information; formation à l'usage de l'information; éducation à l'information; formation à l'information; alphabétisme informationnel; appropriation de l'information; compétence informationnelle; culture de l'information; culture informationnelle; intelligence informationnelle; méthodologie documentaire; méthodologie de l'information; littératie informationnelle.Sources: Candalot DitCasaurang, 2005;Chevillotte, 2004;Chevillotte, 2005;Denecker & Durand-Barthez, 2011;Derfert- -Wolf, 2009;Le Deuff, 2007;Martin, 2005;Serieyx, 1993; Université Lille 3, 2009. …”

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Information Literacy and Doctoral Students in France and Poland. A Comparative Study

Wiorogorska

2014

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Purpose/thesis: The purpose of this paper is to discuss the issue of information literacy (IL) in view of French-Polish comparative research on information users. In the first part of the paper the similarities and differences in Polish and French approaches to information literacy are analyzed from the perspective of higher education. Next, the results of research conducted among doctoral students at the University of Warsaw and the University of Lille are presented. Approach/methods: Three methods were used: survey, nonparticipant observation and elements of grounded theory. The research tended on the one hand to verify the hypothesis on a low use of scientific journals by doctoral students, and on the other hand to answer the question what librarians and faculty should do to increase this use. Results and conclusions: Two major factors were identified: (1) the lack of specialized library instruction addressed to doctoral students (in the case of Poland) and (2) the lack of promotion/ dissemination of such instruction among doctoral students and lecturers who could encourage their students to participate (in the case of France). Research limitations: The response sample may be perceived too small to be representative for both universities; the method of identifying the field of studies may be disputable; the question if the universities in Lille and Warsaw are comparable might be posed. Practical implications: This study might help librarians understand users’ needs and define the gaps in the library offer. It also highlights the importance of the IL education in the university environment. Originality/value: This is the first study of its kind and the first comparative study conducted after the implementation of Bologna Process. It identifies the issues that might be considered and implemented by the libraries with the main one being the reinforcement of the role and importance of IL.

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