Une culture informationnelle commune aux doctorants ?

Malingre, Marie-Laure; Serres, Alexandre

doi:10.4000/books.pressesenssib.945

Cited by 3 publications

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“…(6) This study revealed that libraries must develop their IL education programmes and be more focused on particular fields of study instead of preparing one, uniform offer. This finding goes along with the opinion of Marie-Laure Malingre and Alexandre Serres (2011) who underline that the uniform IL education for doctoral students does not exist analogically to information practice that differs from one discipline to another.…”

Section: Further Studies Directionssupporting

confidence: 54%

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

Wiorogorska

2014

ZIN

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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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Section: Further Studies Directionssupporting

confidence: 54%

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

Wiorogorska

2014

ZIN

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Form@doct

Malingre

Serres²,

Sainsot

et al. 2013

IFLA Journal

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At a time when information literacy is a growing subject in doctoral programs, it appears necessary to assess the benefits of online education in this field and its suitability for PhD students, considering their specific working conditions and learning methods. The purpose of this paper is fourfold: to show how Form@doct project, involving the joint collaboration of Brittany's University libraries and the Rennes URFIST (Regional Department for Scientific and Technical Information Training) to put forward an online tutorial dedicated to PhD training, uses its resources to respond to this need, to describe the challenges faced in e-learning, to explain the final structure that learning content, general architecture and online teaching could take and to assess, by a first analysis, whether the use made of this portal validates our approach.

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Cultures de l’information à l’université : savoirs en jeu, enjeux de savoir

Serres¹

2014

Cultures De l'Information

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Culture numérique, culture informatique, culture de l'information*, des réseaux, des médias, des TICe, des données, etc. : les appellations se bousculent, se croisent et se chevauchent pour désigner les nouvelles compétences, les nouveaux savoirs dont auraient besoin les étudiants, les doctorants, les enseignants-chercheurs, à l'heure des réseaux numériques. Dans cette prolifération terminologique, la « culture numérique » est devenue le terme générique, le mot-valise, englobant toutes les autres cultures et pratiques liées aux réseaux d'Internet. Mais un nouveau support de l'information suffit-il à caractériser toutes les réalités qu'il touche ? Pourquoi ne pas parler plutôt de « cultures de l'information », pour souligner à la fois la multiplicité des cultures concernées par le phénomène informationnel et la prééminence de l'information sur le numérique, celui-ci pouvant être considéré comme l'une des catégories de l'information ? Du singulier au pluriel La notion de culture de l'information présente une complexité intrinsèque, liée d'une part à la définition même du terme de « culture », d'autre part au deuxième terme de l'expression, « l'information », ainsi qu'au choix du singulier ou du pluriel. De quelle(s) catégorie(s) d'information les deux approches les plus courantes de la culture, sociologique et transmissive, sont-elles porteuses ? L'information au sens des médias (l'info-news), au sens info-documentaire ou bibliothéconomique (l'info-knowledge) ou au sens informatique (l'infodata) ? Des différences profondes, épistémologiques, séparent ces trois catégories, souvent confondues dans les esprits comme dans les référentiels de compétences. Une évolution

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Une culture informationnelle commune aux doctorants ?

Cited by 3 publications

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

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

Form@doct

Cultures de l’information à l’université : savoirs en jeu, enjeux de savoir

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