ECIL 2023: Conference Agenda<\/title>\n\n<\/head>\n<body>\nLa conf\u00e9rence ECIL 2023 s'est tenue du 9 au 12 octobre 2023 \u00e0 l'Universit\u00e9 Jagiellonian de Cracovie, en Pologne. Vous trouverez ci-dessous l'ordre du jour de la conf\u00e9rence. Chaque lien fournit un r\u00e9sum\u00e9 des pr\u00e9sentations. Un ast\u00e9risque apr\u00e8s un titre indique que l'auteur ou les auteurs ont t\u00e9l\u00e9charg\u00e9 leur pr\u00e9sentation, qui peut \u00eatre consult\u00e9e \u00e0 la fin de chaque r\u00e9sum\u00e9.<\/p> \nL'ensemble du \"Book of Abstracts\" est \u00e9galement disponible pour <a href=\"https:\/\/inlitas.org\/fr\/ecil-2023-book-of-abstracts\/\">t\u00e9l\u00e9chargement<\/a>.<\/p><\/span>\n\n<table align=\"ac"center"\" border=\"0\" cellpadding=\"2\" cellspacing=\"1\" class=\"mediumbg\" style=\"width:100%\">\n\t<tbody>\n\t\t<tr>\n\t\t\t<td colspan=\"4\" style=\"vertical-align:top\">\n\t\t\tMonday, 09\/Oct\/2023<\/strong><\/span><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t<\/tbody>\n\t<tbody>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">8:00am \n\t\t\t– \n\t\t\t9:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"3\" style=\"border-left: 6px solid rgb(183, 185, 187); vertical-align: top;\"><samp>R01: Registration<\/strong><\/span><\/samp> \n\t\t\tLocation: Auditorium Maximum Registration Table (ground floor main hall)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">9:00am \n\t\t\t– \n\t\t\t10:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"3\" style=\"border-left: 6px solid rgb(85, 255, 68); vertical-align: top;\"><samp>P00: Opening Session<\/strong><\/span><\/samp> \n\t\t\tLocation: AM0<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">10:00am \n\t\t\t– \n\t\t\t11:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"3\" style=\"border-left:6px solid #df4366; vertical-align:top\"><samp>P01: Keynote Speech: Tim Gorichanaz<\/strong><\/span><\/samp> \n\t\t\tLocation: AM0<\/span> \n\t\t\t<tt>Chair: Serap Kurbano\u011flu<\/span><\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/a-compass-for-what-matters-virtue-ethics-and-information-literacy\/\" rel=\"noopener\" target=\"_blank\">Une boussole pour ce qui compte : L'\u00e9thique de la vertu et la ma\u00eetrise de l'information<\/a><\/em><\/span><\/h6>\n\n\t\t\tTimothy Gorichanaz<\/u><\/strong><\/span> \n\t\t\tCollege of Computing & Informatics, Universit\u00e9 Drexel, Philadelphie, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">11:00am \n\t\t\t– \n\t\t\t1:00pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP01: Information experience<\/strong><\/samp> \n\t\t\tLocation: AM1: Small Aula (ground floor)<\/span> \n\t\t\t<tt>Chair: Anna Mierzecka<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/walking-meeting-things-tinkering-with-objects-and-materials-being-with-information-some-experiences-in-information-culture\/\">Marcher, rencontrer des choses, bricoler des objets et des mat\u00e9riaux, \u00eatre avec l'information : Quelques exp\u00e9riences de culture de l'information<\/em><\/a><\/span><\/h6>\n\n\t\t\tYolande Maury<\/u><\/span><\/strong> \n\t\t\tUniversité de Lille, France<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-mourning-among-retired-faculty-members\/\">Information sur le deuil des enseignants retrait\u00e9s<\/a><\/em><\/span><\/h6>\n\n\t\t\tPaloma Koryci\u0144ska<\/u><\/strong> \n\t\t\tUniversit\u00e9 Jagiellonian, Cracovie, Pologne<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-experience-of-emerging-lis-professionals-during-the-covid-19-pandemic\/\">L'exp\u00e9rience de l'information des nouveaux professionnels des sciences de l'information et de la communication pendant la pand\u00e9mie de COVID-19<\/a><\/em><\/span><\/h6>\n\n\t\t\tDenis Kos<\/u><\/strong> \n\t\t\tUniversit\u00e9 de Zagreb, Croatie<\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/correlation-between-film-criticism-social-issues-and-student-audience-reception\/\">Correlation between Film Criticism, Social Issues and Student Audience Reception*<\/a><\/em><\/span><\/h6>\n\n\t\t\tZlatko Vida\u010dkovi\u0107<\/u><\/strong>1<\/sup>, Nikša Svili\u010di\u0107<\/strong>2 \n\t\t\t1<\/span><\/em><\/sup> MET, Zagreb, Croatie ; 2<\/sup> Universit\u00e9 Nord, Koprivnica, Croatie<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP02: Information behaviour<\/strong><\/samp> \n\t\t\tLocation: AM2: Seminar Room (2nd floor)<\/span> \n\t\t\t<tt>Chair: Diane Mizrachi<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/changes-in-older-adults-attitudes-and-use-of-health-information-and-communication-technology-from-2019-to-2022\/\">Changes in Older Adult’s Attitudes and Use of Health Information and Communication Technology from 2019 to 2022<\/em><\/a><\/span><\/h6>\n\n\t\t\tÁgústa Pálsdóttir<\/u><\/strong> \n\t\t\t<var>University of Iceland, Reykjavík, Iceland<\/var><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/clicks-queries-and-searches-uncovering-user-behavior-through-transaction-log-analysis\/\">Clicks, Queries, and Searches: Uncovering User Behavior through Transaction Log Analysis<\/a><\/span><\/h6>\n\n\t\t\tJanice De Castro Peñaflor<\/u><\/strong> \n\t\t\tDe La Salle University, Manila, Philippines<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/the-information-literacy-practices-of-lgbtq-students-self-tracking-attitudes-to-data-collection-data-privacy-and-data-sharing\/\">The Information Literacy Practices of LGBTQ+ Students’ Self-Tracking: Attitudes to Data Collection, Data Privacy and Data Sharing*<\/a><\/em><\/span><\/h6>\n\n\t\t\tPamela Ann McKinney<\/u><\/strong>1<\/sup>, Corin Peacock<\/strong>2<\/sup>, Andrew Cox<\/strong>1 \n\t\t\t1<\/em><\/span><\/sup> Universit\u00e9 de Sheffield, Angleterre, Royaume-Uni ; 2<\/sup> Universit\u00e9 des arts de Bournemouth, Royaume-Uni<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/dictionary-literacy-information-literacy-and-information-behaviour-in-the-e-environment\/\">Ma\u00eetrise des dictionnaires, ma\u00eetrise de l'information et comportement face \u00e0 l'information dans l'environnement \u00e9lectronique<\/em><\/a><\/span><\/h6>\n\n\t\t\tTheo JD Bothma<\/u>, Ina Fourie<\/strong> \n\t\t\tUniversit\u00e9 de Pretoria, Afrique du Sud<\/em><\/span><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #eee855; vertical-align:top\"><samp>BP01: IL & libraries experience<\/strong><\/samp> \n\t\t\tLocation: AM3: Conference Room (2nd floor)<\/span> \n\t\t\t<tt>Chair: Konstantina Martzoukou<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/the-most-instagrammable-library-how-to-increase-the-librarys-impact-on-instagram\/\">“The Most Instagrammable Library”. How to Increase the Library’s Impact on Instagram*<\/em><\/a><\/span><\/h6>\n\n\t\t\tMinna Suikka<\/u><\/strong> \n\t\t\tUniversit\u00e9 de Helsinki, Finlande<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/the-academic-library-service-desk-as-a-pedagogical-tool\/\">The Academic Library Service Desk as a Pedagogical Tool*<\/em><\/a><\/span><\/h6>\n\n\t\t\tLiv Inger Lamøy<\/u>, Astrid Kilvik<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 norv\u00e9gienne des sciences et technologies, biblioth\u00e8que universitaire, Norv\u00e8ge<\/span><\/span><\/em><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/public-libraries-fighting-disinformation-an-analysis-of-knowledge-resources-and-actions-of-portuguese-librarians\/\">Public Libraries Fighting Disinformation: An Analysis of Knowledge, Resources, and Actions of Portuguese Librarians*<\/em><\/a><\/span><\/h6>\n\n\t\t\tTatiana Sanches<\/u>1<\/sup>, Carlos Lopes2<\/sup>, Maria Luz Antunes3<\/sup><\/span><\/strong> \n\t\t\t1<\/sup> UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal; 2<\/sup> APPsyCI, Ispa-Instituto Universitário, Lisboa, Portugal; 3<\/sup> Instituto Politécnico de Lisboa (ESTeSL), Portugal<\/span><\/span><\/em><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/collaboration-between-academics-and-librarians-at-aalto-university-following-library-reorganisation-in-2018\/\">Collaboration between Academics and Librarians at Aalto University Following Library Reorganisation in 2018*<\/em><\/a><\/span><\/h6>\n\n\t\t\tTayo Nagasawa<\/u><\/span><\/strong> \n\t\t\tÅbo Akademi University, Turku\/Åbo, Finland<\/span><\/span><\/em><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">1:00pm \n\t\t\t– \n\t\t\t2:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"3\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>LN01: Lunch<\/strong><\/samp> \n\t\t\tLocation: AM4: Ground floor hall<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">2:00pm \n\t\t\t– \n\t\t\t3:30pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP03: IL, higher education & professionals challenges<\/strong><\/samp> \n\t\t\tLocation: AM1: Small Aula (ground floor)<\/span> \n\t\t\t<tt>Chair: Laura Saunders<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/project-management-literacy-for-librarians-and-information-professionals-new-challenges-in-the-european-union-and-beyond\/\">Project Management Literacy for Librarians and Information Professionals. New Challenges in the European Union and Beyond*<\/a><\/em><\/span><\/h6>\n\n\t\t\tZuza Wiorogórska<\/u><\/strong> \n\t\t\tUniversit\u00e9 de Varsovie, Pologne<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/instructors-perceptions-of-an-information-literacy-centered-professional-development-workshop\/\">Instructors’ Perceptions of An Information Literacy-Centered Professional Development Workshop*<\/a><\/em><\/span><\/h6>\n\n\t\t\tAmanda L. Folk<\/u>, Jane Hammons<\/u>, Katie Blocksidge<\/u>, Hanna Primeau<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de l'\u00c9tat de l'Ohio, Columbus, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/perceptions-of-lis-professionals-on-acrl-framework-understanding-and-fostering-concepts-skills-and-attitudes-in-academic-students\/\">Perceptions of LIS Professionals on ACRL Framework: Understanding and Fostering Concepts, Skills and Attitudes in Academic Students*<\/a><\/em><\/span><\/h6>\n\n\t\t\tTatiana Sanches<\/u>1<\/sup>, Maria Luz Antunes2<\/sup>, Carlos Lopes3<\/sup><\/span><\/strong> \n\t\t\t1: UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal; 2: Instituto Politécnico de Lisboa (ESTeSL), Portugal; 3: APPsyCI, Ispa-Instituto Universitário, Lisboa, Portugal<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP04: IL measurement & research<\/strong><\/samp> \n\t\t\tLocation: AM2: Seminar Room (2nd floor)<\/span> \n\t\t\t<tt>Chair: Mihaela Banek Zorica<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/maturity-model-as-the-tool-for-information-data-literacy-assessment\/\">Maturity Model as the Tool For Information\/Data Literacy Assessment*<\/em><\/a><\/span><\/h6>\n\n\t\t\tMarek Nahotko<\/u><\/span><\/strong> \n\t\t\tJagiellonian University, Kraków, Poland<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/research-and-conclusions-regarding-using-problem-based-learning-in-teaching\/\">Recherches et conclusions concernant l'utilisation de l'apprentissage par probl\u00e8mes dans l'enseignement<\/em><\/a><\/span><\/h6>\n\n\t\t\tAngela Repanovici<\/u>1<\/sup>, Manolis Koukourakis2<\/sup><\/span><\/strong> \n\t\t\t1: Transilvania University of Brasov, Romania; 2: University of Crete, Greece<\/span><\/em><\/span><\/p>\n\t\t\t\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/the-role-of-information-literacy-in-guiding-scholarly-reference-practices-in-lithuania\/\">Le r\u00f4le de la ma\u00eetrise de l'information dans l'orientation des pratiques de r\u00e9f\u00e9rence scientifique en Lituanie<\/em><\/a><\/span><\/h6>\n\n\t\t\tVincas Grigas<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Vilnius, Lituanie<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #66cdc9; vertical-align:top\"><samp>PN01: Panel<\/strong><\/samp> \n\t\t\tLocation: AM3: Conference Room (2nd floor)<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/recognizing-the-discipline-of-information-literacy-implications-for-research-and-practice\/\">Recognizing the Discipline of Information Literacy: Implications for Research and Practice*<\/em><\/a><\/span><\/h6>\n\n\t\t\tClarence Maybee<\/u>1<\/sup>, Karen Kaufmann<\/u>2<\/sup>, Sheila Webber<\/u>3<\/sup>, Bill Johnston<\/u>4<\/sup><\/span><\/strong> \n\t\t\t1: Purdue University, West Lafayette, Indiana, USA; 2: University of South Florida, Tampa, Florida, USA; 3: University of Sheffield, England, UK; 4: Formerly University of Strathclyde, Glasgow, Scotland, UK<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">3:30pm \n\t\t\t– \n\t\t\t4:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"3\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>BK01: Coffee Break<\/strong><\/samp> \n\t\t\tLocation: AM4: Ground floor hall<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">4:00pm \n\t\t\t– \n\t\t\t5:30pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP05: Experiencing IL as a subdiscipline<\/strong><\/samp> \n\t\t\tLocation: AM1: Small Aula (ground floor)<\/span> \n\t\t\t<tt>Chair: Sabina Barbara Cisek<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/bridging-skills-and-thresholds-exploring-instructors-definitions-of-information-literacy-using-blooms-revised-taxonomy\/\">Bridging Skills and Thresholds: Exploring Instructors’ Definitions of Information Literacy Using Bloom’s Revised Taxonomy*<\/span><\/a><\/h6>\n\n\t\t\tAmanda L. Folk<\/u>, Katie Blocksidge<\/u>, Jane Hammons<\/u>, Hanna Primeau<\/u><\/span><\/strong> \n\t\t\t<var>Universit\u00e9 de l'\u00c9tat de l'Ohio, Columbus, \u00c9tats-Unis<\/span><\/var><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/what-shapes-our-trust-in-scientific-information-a-review-of-factors-influencing-perceived-scientificness-and-credibility\/\">What Shapes Our Trust in Scientific Information? A Review of Factors Influencing Perceived Scientificness and Credibility*<\/span><\/a><\/h6>\n\n\t\t\tMaria Henkel<\/u>, Armin Jacob<\/u>, Lennart Perrey<\/strong> \n\t\t\tZBW Leibniz Information Centre for Economics, Kiel, Allemagne<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/the-delphi-method-in-information-literacy-research\/\">The Delphi Method in Information Literacy Research*<\/span><\/a><\/h6>\n\n\t\t\tDijana Šobota<\/u><\/strong> \n\t\t\tUniversit\u00e9 de Zagreb, Croatie<\/em><\/span><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #eee855; vertical-align:top\"><samp>BP02: Experiencing IL education<\/strong><\/samp> \n\t\t\tLocation: AM2: Seminar Room (2nd floor)<\/span> \n\t\t\t<tt>Chair: Denis Kos<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/shaping-online-digital-literacy-training-for-people-with-low-digital-skills\/\">Former \u00e0 la litt\u00e9ratie num\u00e9rique en ligne pour les personnes ayant de faibles comp\u00e9tences num\u00e9riques<\/span><\/a><\/h6>\n\n\t\t\tJuliane Stiller<\/u>, Violeta Trkulja<\/u>, Anna-Julia Danisch<\/u><\/strong> \n\t\t\tGrenzenlos Digital e.V., Berlin, Allemagne<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/the-impact-of-teaching-digital-literacies-and-open-practices\/\">The Impact of Teaching Digital Literacies and Open Practices*<\/span><\/a><\/h6>\n\n\t\t\tJane Secker<\/u><\/strong> \n\t\t\tCity, Universit\u00e9 de Londres, Royaume-Uni<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/durban-university-of-technology-student-experiences-with-information-literacy-through-game-based-learning\/\">Exp\u00e9riences des \u00e9tudiants de l'universit\u00e9 de technologie de Durban en mati\u00e8re de ma\u00eetrise de l'information gr\u00e2ce \u00e0 l'apprentissage par le jeu<\/span><\/a><\/h6>\n\n\t\t\tPatricia Badenhorst<\/u>, Nontutuzelo Sogoni<\/u><\/strong> \n\t\t\tUniversit\u00e9 de technologie de Durban, Afrique du Sud<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/an-innovative-learning-platform-for-information-problem-solving\/\">Une plateforme d'apprentissage innovante pour la r\u00e9solution de probl\u00e8mes d'information<\/span><\/a><\/h6>\n\n\t\t\tPeter Becker<\/u>1<\/sup>, Jos van Helvoort<\/u>2<\/sup><\/strong> \n\t\t\t1: The Hague University of Applied Sciences, Netherlands; 2: Self employed, Delft, Netherlands<\/em><\/span><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP06: IL, health and wellbeing after pandemic<\/strong><\/samp> \n\t\t\tLocation: AM3: Conference Room (2nd floor)<\/span> \n\t\t\t<tt>Chair: Ágústa Pálsdóttir<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/a-bibliographic-mapping-study-concepts-and-their-relationships-in-information-literacy-before-and-after-covid-19-pandemic\/\">A Bibliographic Mapping Study: Concepts and Their Relationships in Information Literacy before and after COVID 19 Pandemic*<\/span><\/a><\/h6>\n\n\t\t\tBuket Akkoyunlu1<\/sup>, Nihal Menzi Çetin<\/u>2<\/sup><\/strong> \n\t\t\t1: Çankaya University, Ankara, Turkey; 2: Adana Alparslan Türke\u015f Science and Technology University, Turkey<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/the-age-friendly-media-and-information-literate-city-post-covid-19\/\">La ville amie des a\u00een\u00e9s, ma\u00eetrisant les m\u00e9dias et l'information, post COVID-19<\/span><\/a><\/h6>\n\n\t\t\tSheila Webber<\/u>1<\/sup>, Bill Johnston<\/u>2<\/sup><\/strong> \n\t\t\t1: University of Sheffield, UK; 2: Formerly University of Strathclyde, Glasgow, Scotland, UK<\/em><\/span><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">5:30pm \n\t\t\t– \n\t\t\t7:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"3\" style=\"border-left:6px solid #55ff44; vertical-align:top\"><samp>W01: Welcome Reception<\/strong><\/samp> \n\t\t\tLocation: AM-E: Exhibition Room<\/span><\/span><\/td>\n\t\t<\/tr>\n\t<\/tbody>\n<\/table>\n\n<table align=\"center\" border=\"0\" cellpadding=\"2\" cellspacing=\"1\" class=\"mediumbg\" style=\"width:100%\">\n\t<tbody>\n\t\t<tr>\n\t\t\t<td colspan=\"6\" style=\"vertical-align:top\">\n\t\t\tTuesday, 10\/Oct\/2023<\/strong><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t<\/tbody>\n\t<tbody>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">8:00am \n\t\t\t– \n\t\t\t9:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>R02: Registration<\/strong><\/samp> \n\t\t\tLocation: Campus Registration Table (ground floor main hall)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">9:00am \n\t\t\t– \n\t\t\t10:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #df4366; vertical-align:top\"><samp>P02: Invited Speech: Jenna Hartel<\/strong><\/samp> \n\t\t\tLocation: C0: Room 0.102<\/span> \n\t\t\t<tt>Chair: Monika Krakowska<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/an-archipelago-of-library-and-information-science\/\">Un archipel de biblioth\u00e8ques et de sciences de l'information<\/span><\/a><\/h6>\n\n\t\t\tJenna Hartel<\/strong><\/u> \n\t\t\tFacult\u00e9 d'information, Universit\u00e9 de Toronto, Canada<\/em><\/span><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">10:00am \n\t\t\t– \n\t\t\t10:30am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>BK02: Coffee Break<\/strong><\/samp> \n\t\t\tLocation: C10: Lounge Room (3rd floor)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">10:30am \n\t\t\t– \n\t\t\t1:00pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP07: IL, education & new technologies<\/strong><\/samp> \n\t\t\tLocation: C1: Room 0.313<\/span> \n\t\t\t<tt>Chair: Yurdagül Ünal<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/undergraduate-students-information-literacy-in-relation-to-their-ict-proficiency-and-psychological-characteristics\/\">Undergraduate Students’ Information Literacy in Relation to their ICT Proficiency and Psychological Characteristics<\/span><\/a><\/h6>\n\n\t\t\tDanica Dolni\u010dar<\/u>, Bojana Boh Podgornik<\/strong> \n\t\t\tUniversit\u00e9 de Ljubljana, Slov\u00e9nie<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/the-relationship-between-game-literacy-and-information-literacy\/\">La relation entre la ma\u00eetrise des jeux et la ma\u00eetrise de l'information<\/span><\/a><\/h6>\n\n\t\t\tSheila Webber<\/strong><\/u> \n\t\t\tUniversit\u00e9 de Sheffield, Angleterre, Royaume-Uni ;<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/visualizing-online-search-processes-for-information-literacy-education\/\">Visualizing Online Search Processes for Information Literacy Education*<\/span><\/a><\/h6>\n\n\t\t\tLuca Botturi<\/u>1<\/sup>, Loredana Addimando1<\/sup>, Martin Hermida2<\/sup>, Chiara Beretta1<\/sup><\/span><\/strong> \n\t\t\t1: Scuola universitaria professionale della Svizzera italiana, Locarno, Switzerland; 2: Pädagogische Hochschule Schwyz, Switzerland<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-and-digital-literacies-as-written-culture-the-case-of-a-digital-creative-writing-device\/\">L'information et la litt\u00e9ratie num\u00e9rique en tant que culture \u00e9crite : Le cas d'un dispositif num\u00e9rique d'\u00e9criture cr\u00e9ative<\/span><\/a><\/h6>\n\n\t\t\tBéatrice Micheau<\/u><\/span><\/strong> \n\t\t\tGERiiCO, Université de Lille, Villeneuve d’Ascq, France<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #66cdc9; vertical-align:top\"><samp>PN02: Panel<\/strong><\/samp> \n\t\t\tLocation: C2: Room 2.122\/123<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-and-digital-literacy-for-primary-education-diagnosis-of-needs-and-challenges\/\">Ma\u00eetrise de l'information et du num\u00e9rique dans l'enseignement primaire. Diagnostic des besoins et des d\u00e9fis<\/a><\/span><\/h6>\n\n\t\t\tDora Sales<\/u>1<\/sup>, Petros Kostagiolas3<\/sup>, Konstantina Martzoukou<\/u>3<\/sup>, Stéphane Goldstein<\/u>4<\/sup>, Sarah Pavey<\/u>5<\/sup>, Noora Hirvonen<\/u>6<\/sup>, Murat Saran<\/u>7<\/sup>, \u0130pek \u015eencan<\/u><\/strong>2<\/strong><\/sup> \n\t\t\t1: Universitat Jaume I, Castellón, Spain; 2: Hacettepe University, Ankara, Turkey; 3: Ionian University, Corfu, Greece; 4: InformAll CIC, London, UK; 5: SP4IL, London, UK; 6: University of Oulu, Finland; 7: Cankaya University, Ankara, Turkey<\/em><\/span><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP08: Data literacy<\/strong><\/samp> \n\t\t\tLocation: C3: Room 0.310<\/span> \n\t\t\t<tt>Chair: Polona Vilar<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/telling-data-stories-the-way-averroes-wrote-his-commentaries-a-three-level-approach-to-facilitate-data-driven-decision-making\/\">Telling Data Stories, the Way Averroes Wrote His Commentaries – A Three-Level Approach to Facilitate Data-Driven Decision Making<\/span><\/a><\/h6>\n\n\t\t\tRené Schneider<\/u>1<\/sup>, Vincent De Vevey2<\/sup>, Marielle Guirlet1<\/sup>, Laetizia Sabatini-Choqard1<\/sup>, Javier Lloret2<\/sup><\/span><\/strong> \n\t\t\t1: Haute Ecole de Gestion Geneva – HESSO, Switzerland; 2: Haute Ecole d'Art et Design Geneva – HESSO, Switzerland<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/data-literacy-in-public-libraries-in-croatia-an-empirical-study\/\">Data Literacy in Public Libraries in Croatia: An Empirical Study*<\/span><\/a><\/h6>\n\n\t\t\tRadovan Vrana<\/strong><\/u> \n\t\t\tUniversit\u00e9 de Zagreb, Croatie<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/abilities-needed-for-evaluation-and-use-of-open-data-sources-in-urban-planning-processes\/\">Capacit\u00e9s n\u00e9cessaires \u00e0 l'\u00e9valuation et \u00e0 l'utilisation des sources de donn\u00e9es ouvertes dans les processus de planification urbaine<\/a><\/span><\/h6>\n\n\t\t\tHeidi Enwald<\/u>1<\/sup>, Anna Suorsa1<\/sup>, Anna-Maija Multas1<\/sup>, Anelma Lammi2<\/sup><\/span><\/strong> \n\t\t\t1: Information Studies, University of Oulu, Finland; 2: Finnish Lung Health Association (FILHA), Helsinki, Finland<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/who-are-physicians-talking-to-on-social-media-data-literacy-and-visual-literacy-of-the-assumed-audiences-of-covid-19-vaccination-posts\/\">\u00c0 qui les m\u00e9decins s'adressent ils sur les m\u00e9dias sociaux ? Litt\u00e9ratie des donn\u00e9es et litt\u00e9ratie visuelle du ou des publics pr\u00e9sum\u00e9s des messages sur la vaccination COVID-19<\/a><\/span><\/h6>\n\n\t\t\tKarolina Brylska<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Varsovie, Pologne<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #eee855; vertical-align:top\"><samp>BP03: IL, higher education & LLL<\/strong><\/samp> \n\t\t\tLocation: C4: Room 3.229<\/span> \n\t\t\t<tt>Chair: Fabian Franke<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/innovative-information-literacy-support-for-academic-students-we-got-their-backs\/\">Innovative Information Literacy Support for Academic Students – We Got their Backs*<\/a><\/span><\/h6>\n\n\t\t\tHeidi Janina Troberg<\/u>, Pia-Maria Niemitalo<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Vaasa, Finlande<\/span><\/em><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/transfer-students-transferring-skills-continuing-library-information-literacy-among-students-from-college-to-university-environments\/\">Transfer Students, Transferring Skills: Continuing Library Information Literacy Among Students From College to University Environments*<\/a><\/span><\/h6>\n\n\t\t\tAndrew Denis Beman-Cavallaro<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Floride du Sud, Tampa, Floride, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/how-do-instruction-librarians-continue-learning-new-concepts-and-skills-throughout-their-careers-stories-and-best-practices-from-north-american-instruction-librarians\/\">How Do Instruction Librarians Continue Learning New Concepts and Skills throughout their Careers? Stories and Best Practices From North American Instruction Librarians*<\/a><\/span><\/h6>\n\n\t\t\tHannah Gascho Rempel<\/u>1<\/sup>, Jane Marie Nichols2<\/sup><\/span><\/strong> \n\t\t\t1: Rempel Oregon State University Corvallis, USA; 2: Oregon State University Corvallis, USA<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-literacy-workshops-from-on-site-to-online-lessons-learned\/\">Information Literacy Workshops from On-Site to Online – Lessons Learned*<\/a><\/span><\/h6>\n\n\t\t\tRiikka Sinisalo<\/u>, Marja Talikka<\/span><\/strong> \n\t\t\tBiblioth\u00e8que acad\u00e9mique LUT, Universit\u00e9 LUT, Lahti, Finlande<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ee7f00; vertical-align:top\"><samp>WK01: Workshop<\/strong><\/samp> \n\t\t\tLocation: C5: Room 3.116<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/disability-advocacy-in-libraries-developing-events-for-accessibility\/\">D\u00e9fense des int\u00e9r\u00eats des personnes handicap\u00e9es dans les biblioth\u00e8ques : D\u00e9velopper des \u00e9v\u00e9nements pour l'accessibilit\u00e9<\/a><\/span><\/h6>\n\n\t\t\tDaniel Ireton<\/u>, Angie Brunk<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 d'\u00c9tat du Kansas, Manhattan, Kansas, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">1:00pm \n\t\t\t– \n\t\t\t2:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>LN02: Lunch<\/strong><\/samp> \n\t\t\tLocation: C10: Lounge Room (3rd floor)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">2:00pm \n\t\t\t– \n\t\t\t3:30pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP09: Artificial intelligence & IL<\/strong><\/samp> \n\t\t\tLocation: C1: Room 0.313<\/span> \n\t\t\t<tt>Chair: Jos van Helvoort<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/students-perceptions-of-using-artificial-intelligence-in-written-assignments-is-information-literacy-still-needed\/\">Students’ Perceptions of Using Artificial Intelligence in Written Assignments – Is Information Literacy Still Needed?*<\/a><\/span><\/h6>\n\n\t\t\tKrista Lepik<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Tartu, Estonie<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/improving-stem-competences-by-using-artificial-intelligence-to-generate-video-games-based-on-student-written-stories\/\">Improving STEM Competences by Using Artificial Intelligence to Generate Video Games Based on Student Written Stories<\/a><\/span><\/h6>\n\n\t\t\tIvana Ogrizek Biškupi\u0107<\/u>1<\/sup>, Mario Konecki2<\/sup>, Mladen Konecki2<\/sup><\/span><\/strong> \n\t\t\t1: Algebra University College, Zagreb, Croatia; 2: University of Zagreb, Croatia<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/artificial-intelligence-and-information-literacy-hazards-and-opportunities\/\">Intelligence artificielle et ma\u00eetrise de l'information : risques et opportunit\u00e9s<\/a><\/span><\/h6>\n\n\t\t\tMichael Ryne Flierl<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de l'\u00c9tat de l'Ohio, Columbus, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP10: IL challenges & new paths<\/strong><\/samp> \n\t\t\tLocation: C2: Room 2.122\/123<\/span> \n\t\t\t<tt>Chair: Yolande Maury<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-overload-as-a-burden-and-a-challenge-what-can-we-learn-for-information-literacy\/\">La surcharge d'information en tant que fardeau et d\u00e9fi. Que pouvons nous apprendre pour la ma\u00eetrise de l'information ?<\/a><\/span><\/h6>\n\n\t\t\tMa\u0142gorzata Kisilowska-Szurmi\u0144ska<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Varsovie, Pologne<\/span><\/span><\/em><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/teaching-students-to-navigate-externalist-and-internalist-approaches-in-the-history-of-science\/\">Teaching Students to Navigate Externalist and Internalist Approaches in the History of Science*<\/a><\/span><\/h6>\n\n\t\t\tJean-Pierre V. M. Hérubel<\/u>, Clarence Maybee<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Purdue, West Lafayette, Indiana, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/challenges-to-information-literacy-online-learning-in-higher-education-libraries-archives-and-museums-digital-strategic-convergence\/\">Les d\u00e9fis de la ma\u00eetrise de l'information L'apprentissage en ligne dans l'enseignement sup\u00e9rieur : Convergence strat\u00e9gique num\u00e9rique des biblioth\u00e8ques, des archives et des mus\u00e9es<\/a><\/span><\/h6>\n\n\t\t\tAna Novo<\/u>1<\/sup>, Paula Ochôa2<\/sup><\/span><\/strong> \n\t\t\t1: Universidade Aberta (Open University), Lisboa, Portugal; 2: Universidade Nova – FCSH, Lisboa, Portugal<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #eee855; vertical-align:top\"><samp>BP04: IL policy<\/strong><\/samp> \n\t\t\tLocation: C3: Room 0.310<\/span> \n\t\t\t<tt>Chair: Marek Deja<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/il-governance-how-the-teaching-of-information-literacy-is-organized-in-university-libraries-in-germany\/\">IL Governance – How the Teaching of Information Literacy is Organized in University Libraries in Germany<\/a><\/span><\/h6>\n\n\t\t\tFabian Franke<\/u><\/strong> \n\t\t\tBiblioth\u00e8que universitaire de Bamberg, Allemagne<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/towards-a-dutch-open-badge-information-literacy\/\">Vers un badge ouvert n\u00e9erlandais pour la ma\u00eetrise de l'information<\/a><\/span><\/h6>\n\n\t\t\tHarrie van der Meer1<\/sup>, Johanna Krijnsen2<\/sup>, Lieke Haverkort<\/u>3<\/sup><\/span><\/strong> \n\t\t\t1: University of Amsterdam \/ Amsterdam University of Applied Sciences, The Netherlands; 2: Inholland University of Applied Sciences, The Netherlands; 3: Politieacademie, the Netherlands<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/alarming-literacy-rates-in-one-of-americas-largest-cities-what-can-be-done-in-the-city-of-detroit\/\">Alarming Literacy Rates in One of America’s Largest Cities: What Can Be Done in the City of Detroit?<\/a><\/span><\/h6>\n\n\t\t\tHermina G.B. Anghelescu<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 d'\u00c9tat de Wayne, D\u00e9troit, Michigan, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP11: Algorithmic literacy<\/strong><\/samp> \n\t\t\tLocation: C4: Room 3.229<\/span> \n\t\t\t<tt>Chair: Marek Nahotko<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/algorithms-digital-literacies-and-democratic-practices-perceptions-of-academic-librarians\/\">Algorithmes, litt\u00e9ratie num\u00e9rique et pratiques d\u00e9mocratiques : Perceptions des biblioth\u00e9caires universitaires<\/a><\/span><\/h6>\n\n\t\t\tMaureen Constance Henninger<\/u>, Hilary Yerbury<\/span><\/strong> \n\t\t\tUniversit\u00e9 de technologie de Sydney, Australie<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/algorithmic-literacy-of-polish-students-in-social-sciences-and-humanities\/\">Algorithmic Literacy of Polish Students in Social Sciences and Humanities*<\/a><\/span><\/h6>\n\n\t\t\t\u0141ukasz Iwasi\u0144ski<\/u>, Magdalena Krawczyk<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Varsovie, Pologne<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/using-early-responses-to-wikipedia-and-google-to-consider-chatgpt\/\">Utiliser les premi\u00e8res r\u00e9ponses \u00e0 Wikipedia et Google pour envisager ChatGPT<\/a><\/span><\/h6>\n\n\t\t\tDavid A. Hurley<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 du Nouveau Mexique, Albuquerque, Nouveau Mexique, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #4b4e85; vertical-align:top\"><samp>PK01: PechaKucha<\/strong><\/samp> \n\t\t\tLocation: C5: Room 3.116<\/span> \n\t\t\t<tt>Chair: René Schneider<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/creating-a-web-based-quiz-to-support-information-literacy-for-food-science-and-nutrition-students-and-the-academic-librarians-who-support-them\/\">Creating a Web-Based Quiz to Support Information Literacy for Food Science and Nutrition Students and the Academic Librarians who Support them*<\/a><\/span><\/h6>\n\n\t\t\tCarol Hollier<\/u><\/span><\/strong> \n\t\t\tFIS Publishing, Winnersh, Wokingham, Royaume-Uni.<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/incorporating-the-sift-method-into-one-shot-library-instruction-workshops\/\">Incorporation de la m\u00e9thode SIFT dans les ateliers ponctuels de formation en biblioth\u00e9conomie<\/a><\/span><\/h6>\n\n\t\t\tRebecca Hastie<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 am\u00e9ricaine de Sharjah, \u00c9mirats arabes unis<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/digital-fluency-students-perceptions-and-participation-in-designing-the-curriculum-in-bulgaria-finland-and-italy\/\">Digital Fluency: Students’ Perceptions and Participation in Designing the Curriculum in Bulgaria, Finland and Italy<\/a><\/span><\/h6>\n\n\t\t\tMarina Encheva<\/u>1<\/sup>, Anna Maria Tammaro2<\/sup>, Marcela Borisova1<\/sup>, Giulia Conti2<\/sup>, Mari Maasita3<\/sup><\/span><\/strong> \n\t\t\t1: University of Library Studies and Information Technology, Sofia, Bulgaria; 2: Università di Parma, Italy; 3: University of Lapland, Rovaniemi, Finland<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/xprtn-for-futures-literacies\/\">XPRTN pour la litt\u00e9ratie du futur<\/a><\/span><\/h6>\n\n\t\t\tGudrun Marci-Boehncke, Tatjana Vogel<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 TU Dortmund, Allemagne<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-literacy-in-the-space-of-intellectual-property\/\">La ma\u00eetrise de l'information dans l'espace de la propri\u00e9t\u00e9 intellectuelle<\/a><\/span><\/h6>\n\n\t\t\tDiana Pietruch-Reizes<\/u><\/span><\/strong> \n\t\t\tUniwersytet Jagiello\u0144ski, Kraków, Polska<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/promoting-the-information-literacy-research-collaboration-in-the-citizen-science-projects\/\">Promoting the Information Literacy: Research Collaboration in the Citizen Science Projects*<\/a><\/span><\/h6>\n\n\t\t\tGita Rozenberga<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Lettonie, Riga, Lettonie<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">3:30pm \n\t\t\t– \n\t\t\t4:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>BK03: Coffee Break<\/strong><\/samp> \n\t\t\tLocation: C10: Lounge Room (3rd floor)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">4:00pm \n\t\t\t– \n\t\t\t5:30pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP12: Health literacy & behaviour<\/strong><\/samp> \n\t\t\tLocation: C1: Room 0.313<\/span> \n\t\t\t<tt>Chair: Jela Steinerová<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\">”<a href=\"https:\/\/inlitas.org\/fr\/a-personal-doctor-will-not-be-replaced-by-any-robot-service-older-adults-experiences-with-personal-health-information-and-ehealth-services\/\">A personal doctor will not be replaced by any robot service!” – Older adults’ experiences with personal health information and eHealth services<\/a><\/span><\/h6>\n\n\t\t\tHeidi Enwald<\/u>1<\/sup>, Noora Hirvonen1<\/sup>, Kristina Eriksson-Backa2<\/sup>, Isto Huvila3<\/sup><\/span><\/strong> \n\t\t\t1: University of Oulu, Finland; 2: Åbo Akademi University, Finland; 3: Uppsala University, Sweden<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/how-students-seek-information-in-the-context-of-fitness-and-physical-exercise\/\">Comment les \u00e9tudiants recherchent des informations dans le contexte du fitness et de l'exercice physique<\/a><\/span><\/h6>\n\n\t\t\tJose Teixeira<\/u><\/span><\/strong> \n\t\t\tÅbo Akademi University, Åbo, Finland<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP13: Digital literacy<\/strong><\/samp> \n\t\t\tLocation: C3: Room 0.310<\/span> \n\t\t\t<tt>Chair: Stephane Goldstein<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/a-picture-paints-a-thousand-words-digital-media-makes-for-a-lived-experience\/\">A Picture Paints a Thousand Words, Digital Media Makes for a Lived Experience*<\/a><\/span><\/h6>\n\n\t\t\tBrenda Van Wyk<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Pretoria, Afrique du Sud<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/> \n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/supporting-students-digital-literacy\/\">Supporting Students’ Digital Literacy*<\/a><\/span><\/h6>\n\n\t\t\tAne Landøy<\/u>1<\/sup>, Henry Langseth<\/u>2<\/sup>, Mariann Cecilie Løkse<\/u>3<\/sup><\/span><\/strong> \n\t\t\t1: HK-dir, Bergen, Norway; 2: University of Bergen Library, Bergen, Norway; 3: UiT – The Arctic University of Norway Library, Tromsø, Norway<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/digital-and-media-literacy-voices-of-the-teachers-dilemmas-during-the-pandemic-and-reflections-for-the-future\/\">L'\u00e9ducation au num\u00e9rique et aux m\u00e9dias : La voix des enseignants. Dilemmes pendant la pand\u00e9mie et r\u00e9flexions pour l'avenir<\/a><\/span><\/h6>\n\n\t\t\tTeresa Cardoso, Glória Bastos<\/u>, Filomena Pestana<\/span><\/strong> \n\t\t\tUniversit\u00e9 Aberta, LE@D, Portugal<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ee7f00; vertical-align:top\"><samp>WK02: Workshop<\/strong><\/samp> \n\t\t\tLocation: C4: Room 3.229<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/teaching-instructors-to-develop-transparent-and-equitable-assignments-a-workshop\/\">Teaching Instructors to Develop Transparent and Equitable Assignments: A Workshop*<\/a><\/span><\/h6>\n\n\t\t\tHanna Primeau<\/u>, Katie Blocksidge, Amanda L. Folk<\/u>, Jane Hammons<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de l'\u00c9tat de l'Ohio, Columbus, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #66cdc9; vertical-align:top\"><samp>PN03: Panel<\/strong><\/samp> \n\t\t\tLocation: C7: Room 2.122<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/library-instruction-for-mis-disinformation-french-and-u-s-perspectives\/\">Library Instruction for Mis\/Disinformation: French and U.S. Perspectives*<\/a><\/span><\/h6>\n\n\t\t\tJoumana Boustany<\/u>1<\/sup>, Laura Saunders<\/u>2<\/sup><\/span><\/strong> \n\t\t\t1: Université Gustave Eiffel, Paris, France; 2: Simmons College, Boston, USA<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td> <\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">6:00pm \n\t\t\t– \n\t\t\t8:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #4aa489; vertical-align:top\"><samp>T01: Krakow Sightseeing Tour<\/strong><\/samp> \n\t\t\tLocation: K0: Krakow Tour<\/span><\/span><\/td>\n\t\t<\/tr>\n\t<\/tbody>\n<\/table>\n\n<table align=\"center\" border=\"0\" cellpadding=\"2\" cellspacing=\"1\" class=\"mediumbg\" style=\"width:100%\">\n\t<tbody>\n\t\t<tr>\n\t\t\t<td colspan=\"6\" style=\"vertical-align:top\">\n\t\t\t <\/p>\n\n\t\t\tWednesday, 11\/Oct\/2023<\/strong><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t<\/tbody>\n\t<tbody>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">8:30am \n\t\t\t– \n\t\t\t9:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>R03: Registration<\/strong><\/samp> \n\t\t\tLocation: Campus Registration Table (ground floor main hall)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">9:00am \n\t\t\t– \n\t\t\t10:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #df4366; vertical-align:top\"><samp>P03: Keynote Speech: Alison Hicks<\/strong><\/samp> \n\t\t\tLocation: C0: Room 0.102<\/span> \n\t\t\t<tt>Chair: Sonja Spiranec<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/sociocultural-approaches-to-information-literacy-space-races-wish-cycling-and-squabbling-siblings\/\">Approches socioculturelles de la ma\u00eetrise de l'information : courses dans l'espace, v\u0153ux et chamailleries entre fr\u00e8res et s\u0153urs<\/a><\/span><\/h6>\n\n\t\t\tAlison Hicks<\/u><\/span><\/strong> \n\t\t\tUniversity College, Londres, Royaume-Uni<\/span><\/span><\/em><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">10:00am \n\t\t\t– \n\t\t\t11:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>BK04: Coffee Break<\/strong><\/samp> \n\t\t\tLocation: C10: Lounge Room (3rd floor)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">10:30am \n\t\t\t– \n\t\t\t11:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"vertical-align:top\"><samp>TC00: ECIL Tree: Ceremonial tree planting on Campus<\/strong><\/samp> \n\t\t\tLocation: C-G: Campus Garden<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">11:00am \n\t\t\t– \n\t\t\t1:00pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP14: IL & new generation education<\/strong><\/samp> \n\t\t\tLocation: C1: Room 0.313<\/span> \n\t\t\t<tt>Chair: Gita Rozenberga<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-literacy-skills-of-children-in-the-early-school-years\/\">Comp\u00e9tences en mati\u00e8re de ma\u00eetrise de l'information chez les enfants en d\u00e9but de scolarit\u00e9<\/a><\/span><\/h6>\n\n\t\t\tMihaela Grgi\u0107, Ivana Martinovi\u0107<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 Josip Juraj Strossmayer, Osijek, Croatie<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/maddie-is-online-embedding-creative-audio-visual-resources-to-the-teaching-of-information-literacy-in-an-elementary-school-in-greece\/\">‘Maddie Is Online’: Embedding Creative Audio-Visual Resources to the Teaching of Information Literacy in an Elementary School in Greece*<\/a><\/span><\/h6>\n\n\t\t\tKonstantina Martzoukou<\/u>1<\/sup>, Evi Tramantza<\/u>2<\/sup><\/span><\/strong> \n\t\t\t1: Robert Gordon University, Aberdeen, Scotland, UK; 2: Anatolia College, Thessaloniki, Greece<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/developing-online-research-skills-in-a-lower-secondary-school-the-viewpoint-of-students\/\">D\u00e9velopper les comp\u00e9tences de recherche en ligne dans une \u00e9cole secondaire inf\u00e9rieure : Le point de vue des \u00e9l\u00e8ves<\/a><\/span><\/h6>\n\n\t\t\tTuulikki Alamettälä<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 d'Oulu, Finlande ;<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/fearing-for-their-lives-implications-of-children-and-youth-as-generators-of-informational-texts-and-literacy\/\">Craindre pour sa vie : Implications des enfants et des jeunes en tant que g\u00e9n\u00e9rateurs de textes informatifs et d'alphab\u00e9tisation<\/a><\/span><\/h6>\n\n\t\t\tBarbara McNeil<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Regina, Saskatchewan, Canada<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #c7c9cc; vertical-align:top\"><samp>DF01: Doctoral Forum<\/strong><\/samp> \n\t\t\tLocation: C2: Room 2.122\/123<\/span> \n\t\t\t<tt>Chair: Magdalena Wójcik<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-worlds-of-women-engineering-students\/\">Information Worlds of Women Engineering Students*<\/a><\/span><\/h6>\n\n\t\t\tLaura Woods<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Sheffield, Angleterre, Royaume-Uni ;<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/new-clicks-developing-user-led-digital-literacies-in-older-adults-within-scottish-public-libraries\/\">‘New Clicks’ – Developing User-Led Digital Literacies in Older Adults within Scottish Public Libraries<\/a><\/span><\/h6>\n\n\t\t\tAndrew John Feeney<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 Napier d'\u00c9dimbourg, Royaume-Uni<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ee7f00; vertical-align:top\"><samp>WK03: Workshop<\/strong><\/samp> \n\t\t\tLocation: C3: Room 0.310<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/building-the-habit-how-information-literacy-in-everyday-life-connects-to-lifelong-learning\/\">Building the Habit: How Information Literacy in Everyday Life Connects to Lifelong Learning*<\/a><\/span><\/h6>\n\n\t\t\tHeather F. Adair<\/u>, Ashley B. Crane<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 d'\u00c9tat de Sam Houston, Huntsville, Texas, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #eee855; vertical-align:top\"><samp>BP05: IL & higher education<\/strong><\/samp> \n\t\t\tLocation: C4: Room 3.229<\/span> \n\t\t\t<tt>Chair: Amanda L. Folk<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/breaking-the-vicious-circle-mapping-and-addressing-gaps-in-information-literacy-across-the-educational-cycle\/\">Breaking the Vicious Circle: Mapping and Addressing Gaps in Information Literacy across the Educational Cycle*<\/a><\/span><\/h6>\n\n\t\t\tTomáš Razím<\/u>, Barbora Šátková<\/u><\/span><\/strong> \n\t\t\tBiblioth\u00e8que nationale tch\u00e8que de technologie, Prague, R\u00e9publique tch\u00e8que<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/understanding-the-development-of-information-literacy-in-higher-education\/\">Understanding the Development of Information Literacy in Higher Education*<\/a><\/span><\/h6>\n\n\t\t\tEllen Nierenberg<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 des sciences appliqu\u00e9es de Norv\u00e8ge int\u00e9rieure, Hamar, Norv\u00e8ge<\/span><\/span><\/em><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/paving-the-way-for-graduate-students-information-literacy-skills\/\">Paving the Way for Graduate Students’ Information Literacy Skills*<\/a><\/span><\/h6>\n\n\t\t\tRiikka Sinisalo<\/u>, Essi Prykäri<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 LUT, Lahti, Finlande<\/span><\/span><\/em><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/surfing-is-not-enough-an-information-literacy-course-for-academic-students\/\">Surfing is Not Enough: An Information Literacy Course for Academic Students*<\/a><\/span><\/h6>\n\n\t\t\tMatilde Fontanin<\/u>, Cristina Cocever, Federica Moretto, Michele Sommariva, Luca Bencina<\/span><\/strong> \n\t\t\tUniversit\u00e9 de Trieste, Italie<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ee7f00; vertical-align:top\"><samp>WK04: Workshop<\/strong><\/samp> \n\t\t\tLocation: C9: Computer Room (2.109)<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/editing-wikipedia-an-effective-tool-to-teach-information-literacy-skills-workshop\/\">Modifier Wikip\u00e9dia : Un outil efficace pour enseigner la ma\u00eetrise de l'information Atelier<\/a><\/span><\/h6>\n\n\t\t\tKiersten Leigh Cox<\/u>1<\/sup>, Scholz James<\/u>2<\/sup>, Andrew Beman Cavallaro<\/u>1<\/sup><\/span><\/strong> \n\t\t\t1: University of South Florida, Tampa, USA; 2: Brown-Daniel Library-Tennessee State University, Hermitage, USA<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">1:00pm \n\t\t\t– \n\t\t\t2:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>LN03: Lunch<\/strong><\/samp> \n\t\t\tLocation: C10: Lounge Room (3rd floor)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">2:00pm \n\t\t\t– \n\t\t\t3:30pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #eee855; vertical-align:top\"><samp>BP06: IL, social media & sharing<\/strong><\/samp> \n\t\t\tLocation: C1: Room 0.313<\/span> \n\t\t\t<tt>Chair: Paloma Koryci\u0144ska<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/social-media-and-information-literacy-reaching-students-where-they-are\/\">Social Media and Information Literacy: Reaching Students Where They Are*<\/a><\/span><\/h6>\n\n\t\t\tJennifer Sandra Jacobs<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 Texas Tech, Lubbock, Texas, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/media-literacy-interactively-and-for-all\/\">L'\u00e9ducation aux m\u00e9dias de mani\u00e8re interactive et pour tous<\/a><\/span><\/h6>\n\n\t\t\tKristyna Paulova<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 tch\u00e8que des sciences de la vie, Prague, R\u00e9publique tch\u00e8que<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/taking-digital-literacy-further-through-sharing-and-reuse\/\">Faire progresser la litt\u00e9ratie num\u00e9rique gr\u00e2ce au partage et \u00e0 la r\u00e9utilisation<\/a><\/span><\/h6>\n\n\t\t\tHarrie van der Meer1<\/sup>, Puck Wildschut2<\/sup>, Monique Schoutsen<\/u>3<\/sup><\/span><\/strong> \n\t\t\t1: University of Amsterdam \/ Amsterdam University of Applied Sciences, The Netherlands; 2: Tilburg University, The Netherlands; 3: Radboud University, The Netherlands<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/data-literacy-for-master-level-in-university-of-helsinki\/\">Data Literacy for Master Level in University of Helsinki*<\/a><\/span><\/h6>\n\n\t\t\tMaija Pauliina Paavolainen, Tuija Korhonen<\/u>, Katri Larmo<\/u>, Tiina Heino<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Helsinki, Finlande<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP15: IL frameworks & strategies<\/strong><\/samp> \n\t\t\tLocation: C3: Room 0.310<\/span> \n\t\t\t<tt>Chair: Sheila Webber<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-literacy-impact-framework\/\">Cadre d'impact de la ma\u00eetrise de l'information<\/a><\/span><\/h6>\n\n\t\t\tBruce Martin Ryan, Peter Cruickshank, Marina Milosheva<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 Napier d'\u00c9dimbourg, \u00c9dimbourg, Royaume-Uni<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/introducing-and-verifying-the-model-of-quality-school-library-mqsl\/\">Pr\u00e9sentation et v\u00e9rification du mod\u00e8le de biblioth\u00e8que scolaire de qualit\u00e9 (MQSL)<\/a><\/span><\/h6>\n\n\t\t\tPolona Vilar<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Ljubljana, Slov\u00e9nie<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP16: IL & pandemic<\/strong><\/samp> \n\t\t\tLocation: C4: Room 3.229<\/span> \n\t\t\t<tt>Chair: Heidi Päivyt Karoliina Enwald<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/the-impact-of-covid-19-on-students-academic-reading-format-attitudes-and-behaviors\/\">The Impact of COVID-19 on Students’ Academic Reading Format Attitudes and Behaviors<\/a><\/span><\/h6>\n\n\t\t\tDiane Mizrachi<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Californie, Los Angeles, USA<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-literacy-at-school-what-post-pandemic-uses-of-online-video-by-primary-school-teachers-in-france\/\">La ma\u00eetrise de l'information \u00e0 l'\u00e9cole : Quels usages post-pand\u00e9miques de la vid\u00e9o en ligne par les enseignants du primaire en France ?<\/a><\/span><\/h6>\n\n\t\t\tCarine Aillerie<\/u>1<\/sup>, Gilles Sahut<\/u>2<\/sup><\/span><\/strong> \n\t\t\t1: UR 20297 Techne Poitiers University, France; 2: EA 827 LERASS Toulouse University, France<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ee7f00; vertical-align:top\"><samp>WK05: Workshop<\/strong><\/samp> \n\t\t\tLocation: C5: Room 3.116<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/question-asking-is-an-art-teaching-students-how-to-ask-good-questions\/\">Question Asking is an Art: Teaching Students How to Ask Good Questions*<\/a><\/span><\/h6>\n\n\t\t\tLori Townsend<\/u>, Glenn Koelling<\/u>, Adrienne Warner<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 du Nouveau Mexique, Albuquerque, Nouveau Mexique, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ee7f00; vertical-align:top\"><samp>WK06: Workshop<\/strong><\/samp> \n\t\t\tLocation: C7: Room 2.122<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/building-a-national-alliance-for-media-and-information-literacy\/\">Building a National Alliance for Media and Information Literacy*<\/a><\/span><\/h6>\n\n\t\t\tStephane Goldstein<\/u>1<\/sup>, Jane Secker<\/u>2<\/sup><\/span><\/strong> \n\t\t\t1: InformAll CIC, London, UK; 2: City, University of London, UK<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">3:30pm \n\t\t\t– \n\t\t\t4:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>BK05: Coffee Break<\/strong><\/samp> \n\t\t\tLocation: C10: Lounge Room (3rd floor)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">4:00pm \n\t\t\t– \n\t\t\t5:30pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP17: IL studies – different approaches<\/strong><\/samp> \n\t\t\tLocation: C1: Room 0.313<\/span> \n\t\t\t<tt>Chair: Angela Repanovici<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/media-and-information-literacy-in-portuguese-school-libraries-a-longitudinal-study-with-elementary-school-students\/\">L'\u00e9ducation aux m\u00e9dias et \u00e0 l'information dans les biblioth\u00e8ques scolaires portugaises : Une \u00e9tude longitudinale avec des \u00e9l\u00e8ves de l'\u00e9cole primaire<\/a><\/span><\/h6>\n\n\t\t\tGlória Bastos<\/u>1<\/sup>, Ana Novo2<\/sup><\/span><\/strong> \n\t\t\t1: Universidade Aberta, LEAD, Portugal; 2: Universidade Aberta, CIDEHUS- UÉ, Portugal<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/copyright-awareness-among-future-media-specialists-survey-results-in-bulgaria\/\">Sensibilisation au droit d'auteur chez les futurs sp\u00e9cialistes des m\u00e9dias : R\u00e9sultats d'une enqu\u00eate en Bulgarie<\/a><\/span><\/h6>\n\n\t\t\tTereza Trencheva<\/u>, Evelina Zdravkova, Ivan Trenchev<\/span><\/strong> \n\t\t\tUniversit\u00e9 de biblioth\u00e9conomie et des technologies de l'information, Sofia, Bulgarie<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/%d1%81omparative-studies-of-the-educational-opportunities-of-professional-pages-on-the-facebook-network\/\">\u00c9tudes comparatives des possibilit\u00e9s \u00e9ducatives des pages professionnelles sur le r\u00e9seau Facebook<\/a><\/span><\/h6>\n\n\t\t\tBiletsky Volodymyr1<\/sup>, Hanna Onkov\u0443ch<\/u>2<\/sup>, Onkov\u0443ch Artem3<\/sup><\/span><\/strong> \n\t\t\t1: Kharkiv Polytechnic Institute, Ukraine; 2: Kyiv Medical University, Ukraine; 3: Kyiv National University of Culture and Arts, Ukraine<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ee7f00; vertical-align:top\"><samp>WK07: Workshop<\/strong><\/samp> \n\t\t\tLocation: C2: Room 2.122\/123<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/creating-informed-learners-in-the-classroom-workshop\/\">Creating Informed Learners in the Classroom Workshop*<\/a><\/span><\/h6>\n\n\t\t\tClarence Maybee<\/u>1<\/sup>, Michael Flierl<\/u>2<\/sup>, Rachel Fundator1<\/sup><\/span><\/strong> \n\t\t\t1: Purdue University, West Lafayette, Indiana, USA; 2: The Ohio State University, Columbus, Ohio, USA<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP18: IL & ethics<\/strong><\/samp> \n\t\t\tLocation: C3: Room 0.310<\/span> \n\t\t\t<tt>Chair: Jurgita Rud\u017eionien\u0117<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-literacy-as-an-ethical-experience\/\">La ma\u00eetrise de l'information en tant qu'exp\u00e9rience \u00e9thique<\/a><\/span><\/h6>\n\n\t\t\tJela Steinerová<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 Comenius de Bratislava, Slovaquie<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/animal-bioethics-and-information-literacy-does-il-include-moral-reflection\/\">Bio\u00e9thique animale et ma\u00eetrise de l'information : La ma\u00eetrise de l'information inclut-elle la r\u00e9flexion morale ?<\/a><\/span><\/h6>\n\n\t\t\tMarko Kos<\/u><\/strong> \n\t\t\tUniversit\u00e9 de Zagreb, Croatie<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/to-find-the-rotten-apple-information-ethical-requirements-for-the-information-literacy-of-autonomous-writing-engines\/\">To Find the “Rotten Apple” – Information Ethical Requirements for the Information Literacy of Autonomous Writing Engines<\/a><\/span><\/h6>\n\n\t\t\tMatthias Otto Rath<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 d'\u00e9ducation de Ludwigsburg, Allemagne<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP19: IL & workplace<\/strong><\/samp> \n\t\t\tLocation: C4: Room 3.229<\/span> \n\t\t\t<tt>Chair: Clarence Maybee<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/digital-literacy-training-and-workplace-empowerment-what-happens-after-graduation\/\">Formation \u00e0 la litt\u00e9ratie num\u00e9rique et autonomisation sur le lieu de travail : Que se passe-t-il apr\u00e8s l'obtention du dipl\u00f4me ?<\/a><\/span><\/h6>\n\n\t\t\tMarek Deja<\/u>1<\/sup>, Piotr Bobkowski2<\/sup>, Isto Huvila3<\/sup>, Anna Mierzecka4<\/sup><\/span><\/strong> \n\t\t\t1: Jagiellonian University, Kraków, Poland; 2: University of Kansas, Lawrence, USA; 3: Uppsala University, Uppsala, Sweden; 4: University of Warsaw, Warszawa, Poland<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/lis-students-receptivity-to-the-concept-of-turquoise-organization\/\">LIS Students’ Receptivity to the Concept of Turquoise Organization<\/a><\/span><\/h6>\n\n\t\t\tAneta Januszko-Szakiel, Paloma Koryci\u0144ska<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 Jagiellonian, Cracovie, Pologne<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-literacy-practices-of-hospital-librarians-in-an-era-of-evidence-based-medicine\/\">Pratiques de ma\u00eetrise de l'information des biblioth\u00e9caires hospitaliers \u00e0 l'\u00e8re de la m\u00e9decine factuelle<\/a><\/span><\/h6>\n\n\t\t\tSara Ahlryd<\/u>, Fredrik Hanell<\/span><\/strong> \n\t\t\tLinnaeus University, Växjö, Sweden<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ccff00; vertical-align:top\"><samp>PT01: Poster Session<\/strong><\/samp> \n\t\t\tLocation: C10: Lounge Room (3rd floor)<\/span> \n\t\t\t<tt>Chair: Dorota Rak<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\">Information Literacy (IL) Approaches of Research University Libraries in Türkiye<\/span><\/h6>\n\n\t\t\tDeniz Ermi\u015fo\u011flu<\/u>1<\/sup>, Esra Varol2<\/sup><\/span><\/strong> \n\t\t\t1: Marmara University, \u0130stanbul, Türkiye; 2: Trakya University, Edirne, Türkiye<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/wp-content\/uploads\/2023\/12\/2023_ECIL-poster-handout-2023-final-version-Almuth-Gastinger.pdf\"> Collaboration is Key: Teaching Research Data Literacy Skills at NTNU*<\/span><\/h6><\/a>\n\n\t\t\tAlmuth Gastinger<\/u><\/span><\/strong> \n\t\t\tNTNU University Library, Trondheim, Norway<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\">Development of Students’ Media Literacy through the Special Course “Professionally Oriented Media Education”<\/span><\/h6>\n\n\t\t\tHanna Onkov\u0443ch<\/u><\/span><\/strong> \n\t\t\tK\u0443\u0456v Medical University, Ukraine<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\">War Media Trauma during Russia Invasion in Ukraine: New Challenge for Media and Informational Literacy Education<\/span><\/h6>\n\n\t\t\tLyubov Naydonova<\/u>1<\/sup>, Mykhaylo Naydonov2<\/sup><\/span><\/strong> \n\t\t\t1: The Institute for Social and Political Psychology of NAES, Ukraine; 2: The Institute of Reflective Investigation and Specialisation, Ukraine<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\">BRIDGE Project: Information and Digital Literacy at Primary School<\/span><\/h6>\n\n\t\t\tDora Sales<\/u>1<\/sup>, Serap Kurbano\u011flu<\/u>2<\/sup>, Petros Kostagiolas3<\/sup>, Konstantina Martzoukou3<\/sup>, Stéphane Goldstein4<\/sup>, Sarah Pavey5<\/sup>, Noora Hirvonen6<\/sup>, Buket Akkoyunlu7<\/sup>, Murat Saran7<\/sup>, Anna Antoniazzi8<\/sup>, Mara Morelli8<\/sup>, \u0130pek \u015eencan2<\/sup><\/span><\/strong> \n\t\t\t1: Universitat Jaume I, Castellón, Spain; 2: Hacettepe University, Ankara, Turkey; 3: Ionian University, Corfu, Greece; 4: InformAll CIC, London, UK; 5: SP4IL, London, UK; 6: University of Oulu, Finland; 7: Cankaya University, Ankara, Turkey; 8: Genova University, Italy<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\">Information Specialists supporting Research, Business and Innovation in the EU<\/span><\/h6>\n\n\t\t\tMihaela Banek Zorica, Sonja Spiranec, Denis Kos<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Zagreb, Croatie<\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\">The NIAGARA Project – Navigating the Digital Landscape: Universities Partnering for Change<\/span><\/h6>\n\n\t\t\tSabina Barbara Cisek<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 Jagiellonian, Cracovie, Pologne<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\">Library User Experience (LUX) in the Context of Designing Information Services – Subject Literature Review<\/span><\/h6>\n\n\t\t\tMagdalena Wójcik<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 Jagiellonian, Cracovie, Pologne<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\">Survey on High School Students’ and Teachers’ Interest in Information Literacy<\/span><\/h6>\n\n\t\t\tKazuyuki Sunaga<\/u><\/span><\/strong> \n\t\t\tKokugakuin University, Tokyo, Japan<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">7:00pm \n\t\t\t– \n\t\t\t10:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #55ff44; vertical-align:top\">\n\t\t\t<samp>G01: Gala Dinner<\/strong><\/samp> \n\t\t\tLocation: G0: Gala Dinner<\/span><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t<\/tbody>\n<\/table>\n\n <\/p>\n\n <\/p>\n\n<table align=\"center\" border=\"0\" cellpadding=\"2\" cellspacing=\"1\" class=\"mediumbg\" style=\"width:100%\">\n\t<tbody>\n\t\t<tr>\n\t\t\t<td colspan=\"5\" style=\"vertical-align:top\">Thursday, 12\/Oct\/2023<\/strong><\/span><\/td>\n\t\t<\/tr>\n\t<\/tbody>\n\t<tbody>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">8:30am \n\t\t\t– \n\t\t\t9:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"4\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>R04: Registration<\/strong><\/samp> \n\t\t\tLocation: Campus Registration Table (ground floor main hall)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">9:00am \n\t\t\t– \n\t\t\t10:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"4\" style=\"border-left:6px solid #df4366; vertical-align:top\"><samp>P04: Invited Panel: Sabina Cisek & Monika Krakowska<\/strong><\/samp> \n\t\t\tLocation: C3: Room 0.310<\/span> \n\t\t\t<tt>Chair: Joumana Boustany<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/interdisciplinary-and-methodological-aspects-of-diagnosing-the-experience-of-information-and-the-formation-of-information-culture\/\">Aspects interdisciplinaires et m\u00e9thodologiques du diagnostic de l'exp\u00e9rience de l'information et de la formation de la culture de l'information<\/a><\/span><\/h6>\n\n\t\t\tSabina Cisek & Monika Krakowska<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 Jagiellonian, Cracovie, Pologne<\/span><\/span><\/em><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">10:00am \n\t\t\t– \n\t\t\t10:30am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"4\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>BK06: Coffee Break<\/strong><\/samp> \n\t\t\tLocation: C10: Lounge Room (3rd floor)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">10:30am \n\t\t\t– \n\t\t\t12:00pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP20: IL & higher education<\/strong><\/samp> \n\t\t\tLocation: C1: Room 0.313<\/span> \n\t\t\t<tt>Chair: Brenda Van Wyk<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-literacy-of-polish-ph-d-students-the-learning-outcomes-approach\/\">Information Literacy of Polish Ph.D. Students: The Learning Outcomes Approach*<\/a><\/span><\/h6>\n\n\t\t\tMagdalena Paul<\/u>1<\/sup>, Marek Deja<\/u>5<\/sup>, Ewa G\u0142owacka2<\/sup>, Ma\u0142gorzata Kisilowska-Szurmi\u0144ska1<\/sup>, Marzena \u015awigo\u01443<\/sup>, Maja Wojciechowska<\/strong>4<\/strong><\/sup><\/span> \n\t\t\t1: University of Warsaw, Poland; 2: Nicolaus Copernicus University, Toru\u0144, Poland; 3: University of Warmia and Mazury, Olsztyn, Poland; 4: University of Gda\u0144sk, Poland; 5: Jagiellonian University, Cracow, Poland<\/span><\/span><\/em><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/what-do-first-year-students-want-to-know-analysis-of-anonymous-questions-in-a-first-year-writing-course\/\">What do First-Year Students Want to Know: Analysis of Anonymous Questions in a First-Year Writing Course*<\/a><\/span><\/h6>\n\n\t\t\tMariya Gyendina<\/strong><\/u> \n\t\t\tBiblioth\u00e8ques de l'Universit\u00e9 du Minnesota, Minneapolis, \u00c9tats-Unis<\/em><\/span><\/span><\/p>\n\t\t\t \n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP21: IL – other aspects<\/strong><\/samp> \n\t\t\tLocation: C2: Room 2.122\/123<\/span> \n\t\t\t<tt>Chair: Krista Lepik<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-literacy-in-the-design-thinking-process-a-preliminary-research\/\">Information Literacy in the Design Thinking process – A Preliminary Research<\/a><\/span><\/h6>\n\n\t\t\tDorota Rak<\/u><\/span><\/strong> \n\t\t\tJagiellonian University, Kraków, Poland<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/who-cares-defining-citation-style-in-scholarly-journals\/\">“Who Cares?” Defining Citation Style in Scholarly Journals*<\/a><\/span><\/h6>\n\n\t\t\tPavla Vizváry<\/u>1<\/sup>, Vincas Grigas<\/strong>2<\/strong><\/sup> \n\t\t\t1: Masaryk University, Czech Republic; 2: Vilnius University, Lithuania<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP22: IL & LIS professionals<\/strong><\/samp> \n\t\t\tLocation: C3: Room 0.310<\/span> \n\t\t\t<tt>Chair: Jane Secker<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/social-project-of-media-and-information-literacy-knowledge-improvement-among-academic-and-school-librarians-in-kazakhstan\/\">Social Project of Media And Information Literacy Knowledge Improvement among Academic and School Librarians in Kazakhstan*<\/a><\/span><\/h6>\n\n\t\t\tYelizaveta Kamilova<\/u>, Zhuldyz Orazymbetova<\/strong> \n\t\t\tBiblioth\u00e8que de l'universit\u00e9 Nazarbayev, Astana, Kazakhstan<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-literacy-as-a-key-challenge-to-improve-social-protection-in-france-through-new-uses-of-collaborative-information\/\">La ma\u00eetrise de l'information : un d\u00e9fi majeur pour am\u00e9liorer la protection sociale en France gr\u00e2ce \u00e0 de nouvelles utilisations de l'information collaborative<\/a><\/span><\/h6>\n\n\t\t\tChristian Bourret<\/strong><\/u> \n\t\t\tDICEN IdF & Université Gustave Eiffel, Paris, France<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ee7f00; vertical-align:top\"><samp>WK08: Workshop<\/strong><\/samp> \n\t\t\tLocation: C5: Room 3.116<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/helping-instructors-to-decode-information-literacy-a-workshop\/\">Helping Instructors to Decode Information Literacy: A Workshop*<\/a><\/span><\/h6>\n\n\t\t\tJane Hammons<\/u>, Amanda L. Folk<\/u>, Katie Blocksidge<\/u>, <\/strong>Hanna Primeau<\/strong><\/u><\/span> \n\t\t\tUniversit\u00e9 de l'\u00c9tat de l'Ohio, Columbus, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">12:00pm \n\t\t\t– \n\t\t\t1:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"4\" style=\"border-left:6px solid #66cdc9; vertical-align:top\">PN04: Panel<\/strong> \n\t\t\tLocation: C4: Room 3.229<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/building-knowledge-across-the-curriculum-utilizing-the-learning-community-model-to-maximize-relevant-information-literacy-instruction\/\">Building Knowledge across the Curriculum: Utilizing the Learning Community Model to Maximize Relevant Information Literacy Instruction*<\/a><\/span><\/h6>\n\n\t\t\tEmily Zekan Brown<\/u>, Laura Hogan<\/u>, <\/strong>Susan Souza-Mort<\/strong><\/u> \n\t\t\tBristol Community College, \u00c9tats-Unis<\/em><\/span><\/span><\/p>\n\t\t\t \n\t\t\t <\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">1:00pm \n\t\t\t– \n\t\t\t2:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"4\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>LN04: Lunch<\/strong><\/samp> \n\t\t\tLocation: C10: Lounge Room (3rd floor)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">2:00pm \n\t\t\t– \n\t\t\t3:30pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP23: Information behaviour<\/strong><\/samp> \n\t\t\tLocation: C1: Room 0.313<\/span> \n\t\t\t<tt>Chair: Marko Kos<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/exploring-information-needs-of-a-polish-academic-law-library-users\/\">Explorer les besoins en information des utilisateurs d'une biblioth\u00e8que juridique universitaire polonaise<\/a><\/span><\/h6>\n\n\t\t\tPaloma Koryci\u0144ska<\/u>, Ma\u0142gorzata Stanula<\/strong> \n\t\t\tUniversit\u00e9 Jagiellonian, Cracovie, Pologne<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/early-career-school-librarians-use-of-information-literacy-skills-to-master-their-information-needs\/\">Early-Career School Librarians’ Use of Information Literacy Skills to Master their Information Needs*<\/a><\/span><\/h6>\n\n\t\t\tHeather Freas Adair<\/u>, Ashley B. Crane<\/u>, Elizabeth Gross<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 d'\u00c9tat de Sam Houston, Huntsville, Texas, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/teaching-healthcare-students-to-deal-with-information-sources-implementing-the-human-framework\/\">Teaching Healthcare Students to Deal with Information Sources: Implementing the HUMAN Framework*<\/a><\/span><\/h6>\n\n\t\t\tPavla Vizváry<\/u>1<\/sup>, Kristýna Kalmárová2<\/sup>, Beatrice Baldarelli3<\/sup><\/span><\/strong> \n\t\t\t1: Masaryk University, Brno, Czech Republic; 2: Comenius University in Bratislava, Slovakia; 3: Library of the University of Applied Sciences Ingolstadt, Germany<\/span><\/em><\/span><\/p><\/td>\n\t\t\t<td style=\"border-left:6px solid #ee7f00; vertical-align:top\"><samp>WK09: Workshop<\/strong><\/samp> \n\t\t\tLocation: C2: Room 2.122\/123<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/learning-library-skills-playfully\/\">Apprendre les comp\u00e9tences biblioth\u00e9caires de mani\u00e8re ludique<\/a><\/span><\/h6>\n\n\t\t\tPäivi Hannele Ylitalo-Kallio<\/u>, <\/strong>Saara Vielma<\/strong><\/u><\/span> \n\t\t\t\"Services de biblioth\u00e8que et d'information de Metropolia\"<\/span><\/span><\/em><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #eee855; vertical-align:top\"><samp>BP07: IL & education<\/strong><\/samp> \n\t\t\tLocation: C3: Room 0.310<\/span> \n\t\t\t<tt>Chair: Patrick Vanden Berghe<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/name-it-to-tame-it-irex-for-media-literacy-in-lithuania\/\">“Name it to Tame it”: IREX for Media Literacy in Lithuania<\/a><\/span><\/h6>\n\n\t\t\tMartynas Petrikas, Jurgita Rud\u017eionien\u0117<\/u><\/strong> \n\t\t\tUniversit\u00e9 de Vilnius, Lituanie<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/enoel-the-introduction-of-a-european-open-education-group\/\">ENOEL : L'introduction d'un groupe europ\u00e9en d'\u00e9ducation ouverte<\/a><\/span><\/h6>\n\n\t\t\tMonique Schoutsen<\/strong><\/u> \n\t\t\tUniversit\u00e9 Radboud, Nijmegen, Pays-Bas<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/embedding-equality-in-education-a-collaborative-project\/\">Embedding Equality in Education – A Collaborative Project<\/a><\/span><\/h6>\n\n\t\t\tIka Jorum<\/u><\/span><\/strong> \n\t\t\tKTH Institut royal de technologie, Stockholm, Su\u00e8de<\/span><\/span><\/em><\/p>\n\t\t\t<\/td>\n\t\t\t<td> <\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">3:30pm \n\t\t\t– \n\t\t\t4:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"4\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>BK07: Coffee Break<\/strong><\/samp> \n Location: C10: Lounge Room (3rd floor)<\/span><\/p><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">4:00pm \n\t\t\t– \n\t\t\t5:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"4\" style=\"border-left:6px solid #55ff44; vertical-align:top\"><samp>C00: Closing Session<\/strong><\/samp> \n\t\t\tLocation: C8: Room 0.103<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">5:30pm \n\t\t\t– \n\t\t\t6:30pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"4\" style=\"border-left:6px solid #4aa489; vertical-align:top\"><samp>T02: Visit to the Jagiellonian Library<\/strong><\/samp> \n\t\t\tLocation: L0: Jagiellonian Library<\/span><\/span><\/td>\n\t\t<\/tr>\n\t<\/tbody>\n<\/table>\n<\/body>\n<\/html>","protected":false},"excerpt":{"rendered":"ECIL 2023: Conference Agenda The ECIL 2023 conference was held from October 9 to 12, 2023, at Jagiellonian University in Krakow, Poland. Below is the conference agenda. Each link provides a summary of the presentations. An asterisk after a title indicates that the author(s) have uploaded their presentation, which can be viewed at the end […]<\/p>","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_uag_custom_page_level_css":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[35],"tags":[54,53],"class_list":["post-1418","post","type-post","status-publish","format-standard","hentry","category-ecil-2023","tag-ecil2023","tag-european-conference-on-information-literacy"],"uagb_featured_image_src":{"full":false,"thumbnail":false,"medium":false,"medium_large":false,"large":false,"1536x1536":false,"2048x2048":false,"trp-custom-language-flag":false},"uagb_author_info":{"display_name":"InLitAs","author_link":"https:\/\/inlitas.org\/fr\/author\/admin\/"},"uagb_comment_info":0,"uagb_excerpt":"ECIL 2023: Conference Agenda The ECIL 2023 conference was held from October 9 to 12, 2023, at Jagiellonian University in Krakow, Poland. Below is the conference agenda. Each link provides a summary of the presentations. An asterisk after a title indicates that the author(s) have uploaded their presentation, which can be viewed at the end\u2026","_links":{"self":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1418","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/comments?post=1418"}],"version-history":[{"count":48,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1418\/revisions"}],"predecessor-version":[{"id":1942,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1418\/revisions\/1942"}],"wp:attachment":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/media?parent=1418"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/categories?post=1418"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/tags?post=1418"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}

{"id":1418,"date":"2023-10-01T11:08:00","date_gmt":"2023-10-01T11:08:00","guid":{"rendered":"https:\/\/inlitas.org\/?p=1418"},"modified":"2025-06-11T20:09:09","modified_gmt":"2025-06-11T20:09:09","slug":"ecil-2023-agenda","status":"publish","type":"post","link":"https:\/\/inlitas.org\/fr\/ecil-2023-agenda\/","title":{"rendered":"Agenda de l'ECIL 2023"},"content":{"rendered":"\n\n\tECIL 2023: Conference Agenda<\/title>\n\n<\/head>\n<body>\nLa conf\u00e9rence ECIL 2023 s'est tenue du 9 au 12 octobre 2023 \u00e0 l'Universit\u00e9 Jagiellonian de Cracovie, en Pologne. Vous trouverez ci-dessous l'ordre du jour de la conf\u00e9rence. Chaque lien fournit un r\u00e9sum\u00e9 des pr\u00e9sentations. Un ast\u00e9risque apr\u00e8s un titre indique que l'auteur ou les auteurs ont t\u00e9l\u00e9charg\u00e9 leur pr\u00e9sentation, qui peut \u00eatre consult\u00e9e \u00e0 la fin de chaque r\u00e9sum\u00e9.<\/p> \nL'ensemble du \"Book of Abstracts\" est \u00e9galement disponible pour <a href=\"https:\/\/inlitas.org\/fr\/ecil-2023-book-of-abstracts\/\">t\u00e9l\u00e9chargement<\/a>.<\/p><\/span>\n\n<table align=\"ac"center"\" border=\"0\" cellpadding=\"2\" cellspacing=\"1\" class=\"mediumbg\" style=\"width:100%\">\n\t<tbody>\n\t\t<tr>\n\t\t\t<td colspan=\"4\" style=\"vertical-align:top\">\n\t\t\tMonday, 09\/Oct\/2023<\/strong><\/span><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t<\/tbody>\n\t<tbody>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">8:00am \n\t\t\t– \n\t\t\t9:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"3\" style=\"border-left: 6px solid rgb(183, 185, 187); vertical-align: top;\"><samp>R01: Registration<\/strong><\/span><\/samp> \n\t\t\tLocation: Auditorium Maximum Registration Table (ground floor main hall)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">9:00am \n\t\t\t– \n\t\t\t10:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"3\" style=\"border-left: 6px solid rgb(85, 255, 68); vertical-align: top;\"><samp>P00: Opening Session<\/strong><\/span><\/samp> \n\t\t\tLocation: AM0<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">10:00am \n\t\t\t– \n\t\t\t11:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"3\" style=\"border-left:6px solid #df4366; vertical-align:top\"><samp>P01: Keynote Speech: Tim Gorichanaz<\/strong><\/span><\/samp> \n\t\t\tLocation: AM0<\/span> \n\t\t\t<tt>Chair: Serap Kurbano\u011flu<\/span><\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/a-compass-for-what-matters-virtue-ethics-and-information-literacy\/\" rel=\"noopener\" target=\"_blank\">Une boussole pour ce qui compte : L'\u00e9thique de la vertu et la ma\u00eetrise de l'information<\/a><\/em><\/span><\/h6>\n\n\t\t\tTimothy Gorichanaz<\/u><\/strong><\/span> \n\t\t\tCollege of Computing & Informatics, Universit\u00e9 Drexel, Philadelphie, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">11:00am \n\t\t\t– \n\t\t\t1:00pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP01: Information experience<\/strong><\/samp> \n\t\t\tLocation: AM1: Small Aula (ground floor)<\/span> \n\t\t\t<tt>Chair: Anna Mierzecka<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/walking-meeting-things-tinkering-with-objects-and-materials-being-with-information-some-experiences-in-information-culture\/\">Marcher, rencontrer des choses, bricoler des objets et des mat\u00e9riaux, \u00eatre avec l'information : Quelques exp\u00e9riences de culture de l'information<\/em><\/a><\/span><\/h6>\n\n\t\t\tYolande Maury<\/u><\/span><\/strong> \n\t\t\tUniversité de Lille, France<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-mourning-among-retired-faculty-members\/\">Information sur le deuil des enseignants retrait\u00e9s<\/a><\/em><\/span><\/h6>\n\n\t\t\tPaloma Koryci\u0144ska<\/u><\/strong> \n\t\t\tUniversit\u00e9 Jagiellonian, Cracovie, Pologne<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-experience-of-emerging-lis-professionals-during-the-covid-19-pandemic\/\">L'exp\u00e9rience de l'information des nouveaux professionnels des sciences de l'information et de la communication pendant la pand\u00e9mie de COVID-19<\/a><\/em><\/span><\/h6>\n\n\t\t\tDenis Kos<\/u><\/strong> \n\t\t\tUniversit\u00e9 de Zagreb, Croatie<\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/correlation-between-film-criticism-social-issues-and-student-audience-reception\/\">Correlation between Film Criticism, Social Issues and Student Audience Reception*<\/a><\/em><\/span><\/h6>\n\n\t\t\tZlatko Vida\u010dkovi\u0107<\/u><\/strong>1<\/sup>, Nikša Svili\u010di\u0107<\/strong>2 \n\t\t\t1<\/span><\/em><\/sup> MET, Zagreb, Croatie ; 2<\/sup> Universit\u00e9 Nord, Koprivnica, Croatie<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP02: Information behaviour<\/strong><\/samp> \n\t\t\tLocation: AM2: Seminar Room (2nd floor)<\/span> \n\t\t\t<tt>Chair: Diane Mizrachi<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/changes-in-older-adults-attitudes-and-use-of-health-information-and-communication-technology-from-2019-to-2022\/\">Changes in Older Adult’s Attitudes and Use of Health Information and Communication Technology from 2019 to 2022<\/em><\/a><\/span><\/h6>\n\n\t\t\tÁgústa Pálsdóttir<\/u><\/strong> \n\t\t\t<var>University of Iceland, Reykjavík, Iceland<\/var><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/clicks-queries-and-searches-uncovering-user-behavior-through-transaction-log-analysis\/\">Clicks, Queries, and Searches: Uncovering User Behavior through Transaction Log Analysis<\/a><\/span><\/h6>\n\n\t\t\tJanice De Castro Peñaflor<\/u><\/strong> \n\t\t\tDe La Salle University, Manila, Philippines<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/the-information-literacy-practices-of-lgbtq-students-self-tracking-attitudes-to-data-collection-data-privacy-and-data-sharing\/\">The Information Literacy Practices of LGBTQ+ Students’ Self-Tracking: Attitudes to Data Collection, Data Privacy and Data Sharing*<\/a><\/em><\/span><\/h6>\n\n\t\t\tPamela Ann McKinney<\/u><\/strong>1<\/sup>, Corin Peacock<\/strong>2<\/sup>, Andrew Cox<\/strong>1 \n\t\t\t1<\/em><\/span><\/sup> Universit\u00e9 de Sheffield, Angleterre, Royaume-Uni ; 2<\/sup> Universit\u00e9 des arts de Bournemouth, Royaume-Uni<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/dictionary-literacy-information-literacy-and-information-behaviour-in-the-e-environment\/\">Ma\u00eetrise des dictionnaires, ma\u00eetrise de l'information et comportement face \u00e0 l'information dans l'environnement \u00e9lectronique<\/em><\/a><\/span><\/h6>\n\n\t\t\tTheo JD Bothma<\/u>, Ina Fourie<\/strong> \n\t\t\tUniversit\u00e9 de Pretoria, Afrique du Sud<\/em><\/span><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #eee855; vertical-align:top\"><samp>BP01: IL & libraries experience<\/strong><\/samp> \n\t\t\tLocation: AM3: Conference Room (2nd floor)<\/span> \n\t\t\t<tt>Chair: Konstantina Martzoukou<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/the-most-instagrammable-library-how-to-increase-the-librarys-impact-on-instagram\/\">“The Most Instagrammable Library”. How to Increase the Library’s Impact on Instagram*<\/em><\/a><\/span><\/h6>\n\n\t\t\tMinna Suikka<\/u><\/strong> \n\t\t\tUniversit\u00e9 de Helsinki, Finlande<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/the-academic-library-service-desk-as-a-pedagogical-tool\/\">The Academic Library Service Desk as a Pedagogical Tool*<\/em><\/a><\/span><\/h6>\n\n\t\t\tLiv Inger Lamøy<\/u>, Astrid Kilvik<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 norv\u00e9gienne des sciences et technologies, biblioth\u00e8que universitaire, Norv\u00e8ge<\/span><\/span><\/em><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/public-libraries-fighting-disinformation-an-analysis-of-knowledge-resources-and-actions-of-portuguese-librarians\/\">Public Libraries Fighting Disinformation: An Analysis of Knowledge, Resources, and Actions of Portuguese Librarians*<\/em><\/a><\/span><\/h6>\n\n\t\t\tTatiana Sanches<\/u>1<\/sup>, Carlos Lopes2<\/sup>, Maria Luz Antunes3<\/sup><\/span><\/strong> \n\t\t\t1<\/sup> UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal; 2<\/sup> APPsyCI, Ispa-Instituto Universitário, Lisboa, Portugal; 3<\/sup> Instituto Politécnico de Lisboa (ESTeSL), Portugal<\/span><\/span><\/em><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/collaboration-between-academics-and-librarians-at-aalto-university-following-library-reorganisation-in-2018\/\">Collaboration between Academics and Librarians at Aalto University Following Library Reorganisation in 2018*<\/em><\/a><\/span><\/h6>\n\n\t\t\tTayo Nagasawa<\/u><\/span><\/strong> \n\t\t\tÅbo Akademi University, Turku\/Åbo, Finland<\/span><\/span><\/em><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">1:00pm \n\t\t\t– \n\t\t\t2:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"3\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>LN01: Lunch<\/strong><\/samp> \n\t\t\tLocation: AM4: Ground floor hall<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">2:00pm \n\t\t\t– \n\t\t\t3:30pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP03: IL, higher education & professionals challenges<\/strong><\/samp> \n\t\t\tLocation: AM1: Small Aula (ground floor)<\/span> \n\t\t\t<tt>Chair: Laura Saunders<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/project-management-literacy-for-librarians-and-information-professionals-new-challenges-in-the-european-union-and-beyond\/\">Project Management Literacy for Librarians and Information Professionals. New Challenges in the European Union and Beyond*<\/a><\/em><\/span><\/h6>\n\n\t\t\tZuza Wiorogórska<\/u><\/strong> \n\t\t\tUniversit\u00e9 de Varsovie, Pologne<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/instructors-perceptions-of-an-information-literacy-centered-professional-development-workshop\/\">Instructors’ Perceptions of An Information Literacy-Centered Professional Development Workshop*<\/a><\/em><\/span><\/h6>\n\n\t\t\tAmanda L. Folk<\/u>, Jane Hammons<\/u>, Katie Blocksidge<\/u>, Hanna Primeau<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de l'\u00c9tat de l'Ohio, Columbus, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/perceptions-of-lis-professionals-on-acrl-framework-understanding-and-fostering-concepts-skills-and-attitudes-in-academic-students\/\">Perceptions of LIS Professionals on ACRL Framework: Understanding and Fostering Concepts, Skills and Attitudes in Academic Students*<\/a><\/em><\/span><\/h6>\n\n\t\t\tTatiana Sanches<\/u>1<\/sup>, Maria Luz Antunes2<\/sup>, Carlos Lopes3<\/sup><\/span><\/strong> \n\t\t\t1: UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal; 2: Instituto Politécnico de Lisboa (ESTeSL), Portugal; 3: APPsyCI, Ispa-Instituto Universitário, Lisboa, Portugal<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP04: IL measurement & research<\/strong><\/samp> \n\t\t\tLocation: AM2: Seminar Room (2nd floor)<\/span> \n\t\t\t<tt>Chair: Mihaela Banek Zorica<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/maturity-model-as-the-tool-for-information-data-literacy-assessment\/\">Maturity Model as the Tool For Information\/Data Literacy Assessment*<\/em><\/a><\/span><\/h6>\n\n\t\t\tMarek Nahotko<\/u><\/span><\/strong> \n\t\t\tJagiellonian University, Kraków, Poland<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/research-and-conclusions-regarding-using-problem-based-learning-in-teaching\/\">Recherches et conclusions concernant l'utilisation de l'apprentissage par probl\u00e8mes dans l'enseignement<\/em><\/a><\/span><\/h6>\n\n\t\t\tAngela Repanovici<\/u>1<\/sup>, Manolis Koukourakis2<\/sup><\/span><\/strong> \n\t\t\t1: Transilvania University of Brasov, Romania; 2: University of Crete, Greece<\/span><\/em><\/span><\/p>\n\t\t\t\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/the-role-of-information-literacy-in-guiding-scholarly-reference-practices-in-lithuania\/\">Le r\u00f4le de la ma\u00eetrise de l'information dans l'orientation des pratiques de r\u00e9f\u00e9rence scientifique en Lituanie<\/em><\/a><\/span><\/h6>\n\n\t\t\tVincas Grigas<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Vilnius, Lituanie<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #66cdc9; vertical-align:top\"><samp>PN01: Panel<\/strong><\/samp> \n\t\t\tLocation: AM3: Conference Room (2nd floor)<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/recognizing-the-discipline-of-information-literacy-implications-for-research-and-practice\/\">Recognizing the Discipline of Information Literacy: Implications for Research and Practice*<\/em><\/a><\/span><\/h6>\n\n\t\t\tClarence Maybee<\/u>1<\/sup>, Karen Kaufmann<\/u>2<\/sup>, Sheila Webber<\/u>3<\/sup>, Bill Johnston<\/u>4<\/sup><\/span><\/strong> \n\t\t\t1: Purdue University, West Lafayette, Indiana, USA; 2: University of South Florida, Tampa, Florida, USA; 3: University of Sheffield, England, UK; 4: Formerly University of Strathclyde, Glasgow, Scotland, UK<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">3:30pm \n\t\t\t– \n\t\t\t4:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"3\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>BK01: Coffee Break<\/strong><\/samp> \n\t\t\tLocation: AM4: Ground floor hall<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">4:00pm \n\t\t\t– \n\t\t\t5:30pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP05: Experiencing IL as a subdiscipline<\/strong><\/samp> \n\t\t\tLocation: AM1: Small Aula (ground floor)<\/span> \n\t\t\t<tt>Chair: Sabina Barbara Cisek<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/bridging-skills-and-thresholds-exploring-instructors-definitions-of-information-literacy-using-blooms-revised-taxonomy\/\">Bridging Skills and Thresholds: Exploring Instructors’ Definitions of Information Literacy Using Bloom’s Revised Taxonomy*<\/span><\/a><\/h6>\n\n\t\t\tAmanda L. Folk<\/u>, Katie Blocksidge<\/u>, Jane Hammons<\/u>, Hanna Primeau<\/u><\/span><\/strong> \n\t\t\t<var>Universit\u00e9 de l'\u00c9tat de l'Ohio, Columbus, \u00c9tats-Unis<\/span><\/var><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/what-shapes-our-trust-in-scientific-information-a-review-of-factors-influencing-perceived-scientificness-and-credibility\/\">What Shapes Our Trust in Scientific Information? A Review of Factors Influencing Perceived Scientificness and Credibility*<\/span><\/a><\/h6>\n\n\t\t\tMaria Henkel<\/u>, Armin Jacob<\/u>, Lennart Perrey<\/strong> \n\t\t\tZBW Leibniz Information Centre for Economics, Kiel, Allemagne<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/the-delphi-method-in-information-literacy-research\/\">The Delphi Method in Information Literacy Research*<\/span><\/a><\/h6>\n\n\t\t\tDijana Šobota<\/u><\/strong> \n\t\t\tUniversit\u00e9 de Zagreb, Croatie<\/em><\/span><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #eee855; vertical-align:top\"><samp>BP02: Experiencing IL education<\/strong><\/samp> \n\t\t\tLocation: AM2: Seminar Room (2nd floor)<\/span> \n\t\t\t<tt>Chair: Denis Kos<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/shaping-online-digital-literacy-training-for-people-with-low-digital-skills\/\">Former \u00e0 la litt\u00e9ratie num\u00e9rique en ligne pour les personnes ayant de faibles comp\u00e9tences num\u00e9riques<\/span><\/a><\/h6>\n\n\t\t\tJuliane Stiller<\/u>, Violeta Trkulja<\/u>, Anna-Julia Danisch<\/u><\/strong> \n\t\t\tGrenzenlos Digital e.V., Berlin, Allemagne<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/the-impact-of-teaching-digital-literacies-and-open-practices\/\">The Impact of Teaching Digital Literacies and Open Practices*<\/span><\/a><\/h6>\n\n\t\t\tJane Secker<\/u><\/strong> \n\t\t\tCity, Universit\u00e9 de Londres, Royaume-Uni<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/durban-university-of-technology-student-experiences-with-information-literacy-through-game-based-learning\/\">Exp\u00e9riences des \u00e9tudiants de l'universit\u00e9 de technologie de Durban en mati\u00e8re de ma\u00eetrise de l'information gr\u00e2ce \u00e0 l'apprentissage par le jeu<\/span><\/a><\/h6>\n\n\t\t\tPatricia Badenhorst<\/u>, Nontutuzelo Sogoni<\/u><\/strong> \n\t\t\tUniversit\u00e9 de technologie de Durban, Afrique du Sud<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/an-innovative-learning-platform-for-information-problem-solving\/\">Une plateforme d'apprentissage innovante pour la r\u00e9solution de probl\u00e8mes d'information<\/span><\/a><\/h6>\n\n\t\t\tPeter Becker<\/u>1<\/sup>, Jos van Helvoort<\/u>2<\/sup><\/strong> \n\t\t\t1: The Hague University of Applied Sciences, Netherlands; 2: Self employed, Delft, Netherlands<\/em><\/span><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP06: IL, health and wellbeing after pandemic<\/strong><\/samp> \n\t\t\tLocation: AM3: Conference Room (2nd floor)<\/span> \n\t\t\t<tt>Chair: Ágústa Pálsdóttir<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/a-bibliographic-mapping-study-concepts-and-their-relationships-in-information-literacy-before-and-after-covid-19-pandemic\/\">A Bibliographic Mapping Study: Concepts and Their Relationships in Information Literacy before and after COVID 19 Pandemic*<\/span><\/a><\/h6>\n\n\t\t\tBuket Akkoyunlu1<\/sup>, Nihal Menzi Çetin<\/u>2<\/sup><\/strong> \n\t\t\t1: Çankaya University, Ankara, Turkey; 2: Adana Alparslan Türke\u015f Science and Technology University, Turkey<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/the-age-friendly-media-and-information-literate-city-post-covid-19\/\">La ville amie des a\u00een\u00e9s, ma\u00eetrisant les m\u00e9dias et l'information, post COVID-19<\/span><\/a><\/h6>\n\n\t\t\tSheila Webber<\/u>1<\/sup>, Bill Johnston<\/u>2<\/sup><\/strong> \n\t\t\t1: University of Sheffield, UK; 2: Formerly University of Strathclyde, Glasgow, Scotland, UK<\/em><\/span><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">5:30pm \n\t\t\t– \n\t\t\t7:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"3\" style=\"border-left:6px solid #55ff44; vertical-align:top\"><samp>W01: Welcome Reception<\/strong><\/samp> \n\t\t\tLocation: AM-E: Exhibition Room<\/span><\/span><\/td>\n\t\t<\/tr>\n\t<\/tbody>\n<\/table>\n\n<table align=\"center\" border=\"0\" cellpadding=\"2\" cellspacing=\"1\" class=\"mediumbg\" style=\"width:100%\">\n\t<tbody>\n\t\t<tr>\n\t\t\t<td colspan=\"6\" style=\"vertical-align:top\">\n\t\t\tTuesday, 10\/Oct\/2023<\/strong><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t<\/tbody>\n\t<tbody>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">8:00am \n\t\t\t– \n\t\t\t9:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>R02: Registration<\/strong><\/samp> \n\t\t\tLocation: Campus Registration Table (ground floor main hall)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">9:00am \n\t\t\t– \n\t\t\t10:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #df4366; vertical-align:top\"><samp>P02: Invited Speech: Jenna Hartel<\/strong><\/samp> \n\t\t\tLocation: C0: Room 0.102<\/span> \n\t\t\t<tt>Chair: Monika Krakowska<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/an-archipelago-of-library-and-information-science\/\">Un archipel de biblioth\u00e8ques et de sciences de l'information<\/span><\/a><\/h6>\n\n\t\t\tJenna Hartel<\/strong><\/u> \n\t\t\tFacult\u00e9 d'information, Universit\u00e9 de Toronto, Canada<\/em><\/span><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">10:00am \n\t\t\t– \n\t\t\t10:30am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>BK02: Coffee Break<\/strong><\/samp> \n\t\t\tLocation: C10: Lounge Room (3rd floor)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">10:30am \n\t\t\t– \n\t\t\t1:00pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP07: IL, education & new technologies<\/strong><\/samp> \n\t\t\tLocation: C1: Room 0.313<\/span> \n\t\t\t<tt>Chair: Yurdagül Ünal<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/undergraduate-students-information-literacy-in-relation-to-their-ict-proficiency-and-psychological-characteristics\/\">Undergraduate Students’ Information Literacy in Relation to their ICT Proficiency and Psychological Characteristics<\/span><\/a><\/h6>\n\n\t\t\tDanica Dolni\u010dar<\/u>, Bojana Boh Podgornik<\/strong> \n\t\t\tUniversit\u00e9 de Ljubljana, Slov\u00e9nie<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/the-relationship-between-game-literacy-and-information-literacy\/\">La relation entre la ma\u00eetrise des jeux et la ma\u00eetrise de l'information<\/span><\/a><\/h6>\n\n\t\t\tSheila Webber<\/strong><\/u> \n\t\t\tUniversit\u00e9 de Sheffield, Angleterre, Royaume-Uni ;<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/visualizing-online-search-processes-for-information-literacy-education\/\">Visualizing Online Search Processes for Information Literacy Education*<\/span><\/a><\/h6>\n\n\t\t\tLuca Botturi<\/u>1<\/sup>, Loredana Addimando1<\/sup>, Martin Hermida2<\/sup>, Chiara Beretta1<\/sup><\/span><\/strong> \n\t\t\t1: Scuola universitaria professionale della Svizzera italiana, Locarno, Switzerland; 2: Pädagogische Hochschule Schwyz, Switzerland<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-and-digital-literacies-as-written-culture-the-case-of-a-digital-creative-writing-device\/\">L'information et la litt\u00e9ratie num\u00e9rique en tant que culture \u00e9crite : Le cas d'un dispositif num\u00e9rique d'\u00e9criture cr\u00e9ative<\/span><\/a><\/h6>\n\n\t\t\tBéatrice Micheau<\/u><\/span><\/strong> \n\t\t\tGERiiCO, Université de Lille, Villeneuve d’Ascq, France<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #66cdc9; vertical-align:top\"><samp>PN02: Panel<\/strong><\/samp> \n\t\t\tLocation: C2: Room 2.122\/123<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-and-digital-literacy-for-primary-education-diagnosis-of-needs-and-challenges\/\">Ma\u00eetrise de l'information et du num\u00e9rique dans l'enseignement primaire. Diagnostic des besoins et des d\u00e9fis<\/a><\/span><\/h6>\n\n\t\t\tDora Sales<\/u>1<\/sup>, Petros Kostagiolas3<\/sup>, Konstantina Martzoukou<\/u>3<\/sup>, Stéphane Goldstein<\/u>4<\/sup>, Sarah Pavey<\/u>5<\/sup>, Noora Hirvonen<\/u>6<\/sup>, Murat Saran<\/u>7<\/sup>, \u0130pek \u015eencan<\/u><\/strong>2<\/strong><\/sup> \n\t\t\t1: Universitat Jaume I, Castellón, Spain; 2: Hacettepe University, Ankara, Turkey; 3: Ionian University, Corfu, Greece; 4: InformAll CIC, London, UK; 5: SP4IL, London, UK; 6: University of Oulu, Finland; 7: Cankaya University, Ankara, Turkey<\/em><\/span><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP08: Data literacy<\/strong><\/samp> \n\t\t\tLocation: C3: Room 0.310<\/span> \n\t\t\t<tt>Chair: Polona Vilar<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/telling-data-stories-the-way-averroes-wrote-his-commentaries-a-three-level-approach-to-facilitate-data-driven-decision-making\/\">Telling Data Stories, the Way Averroes Wrote His Commentaries – A Three-Level Approach to Facilitate Data-Driven Decision Making<\/span><\/a><\/h6>\n\n\t\t\tRené Schneider<\/u>1<\/sup>, Vincent De Vevey2<\/sup>, Marielle Guirlet1<\/sup>, Laetizia Sabatini-Choqard1<\/sup>, Javier Lloret2<\/sup><\/span><\/strong> \n\t\t\t1: Haute Ecole de Gestion Geneva – HESSO, Switzerland; 2: Haute Ecole d'Art et Design Geneva – HESSO, Switzerland<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/data-literacy-in-public-libraries-in-croatia-an-empirical-study\/\">Data Literacy in Public Libraries in Croatia: An Empirical Study*<\/span><\/a><\/h6>\n\n\t\t\tRadovan Vrana<\/strong><\/u> \n\t\t\tUniversit\u00e9 de Zagreb, Croatie<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/abilities-needed-for-evaluation-and-use-of-open-data-sources-in-urban-planning-processes\/\">Capacit\u00e9s n\u00e9cessaires \u00e0 l'\u00e9valuation et \u00e0 l'utilisation des sources de donn\u00e9es ouvertes dans les processus de planification urbaine<\/a><\/span><\/h6>\n\n\t\t\tHeidi Enwald<\/u>1<\/sup>, Anna Suorsa1<\/sup>, Anna-Maija Multas1<\/sup>, Anelma Lammi2<\/sup><\/span><\/strong> \n\t\t\t1: Information Studies, University of Oulu, Finland; 2: Finnish Lung Health Association (FILHA), Helsinki, Finland<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/who-are-physicians-talking-to-on-social-media-data-literacy-and-visual-literacy-of-the-assumed-audiences-of-covid-19-vaccination-posts\/\">\u00c0 qui les m\u00e9decins s'adressent ils sur les m\u00e9dias sociaux ? Litt\u00e9ratie des donn\u00e9es et litt\u00e9ratie visuelle du ou des publics pr\u00e9sum\u00e9s des messages sur la vaccination COVID-19<\/a><\/span><\/h6>\n\n\t\t\tKarolina Brylska<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Varsovie, Pologne<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #eee855; vertical-align:top\"><samp>BP03: IL, higher education & LLL<\/strong><\/samp> \n\t\t\tLocation: C4: Room 3.229<\/span> \n\t\t\t<tt>Chair: Fabian Franke<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/innovative-information-literacy-support-for-academic-students-we-got-their-backs\/\">Innovative Information Literacy Support for Academic Students – We Got their Backs*<\/a><\/span><\/h6>\n\n\t\t\tHeidi Janina Troberg<\/u>, Pia-Maria Niemitalo<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Vaasa, Finlande<\/span><\/em><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/transfer-students-transferring-skills-continuing-library-information-literacy-among-students-from-college-to-university-environments\/\">Transfer Students, Transferring Skills: Continuing Library Information Literacy Among Students From College to University Environments*<\/a><\/span><\/h6>\n\n\t\t\tAndrew Denis Beman-Cavallaro<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Floride du Sud, Tampa, Floride, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/how-do-instruction-librarians-continue-learning-new-concepts-and-skills-throughout-their-careers-stories-and-best-practices-from-north-american-instruction-librarians\/\">How Do Instruction Librarians Continue Learning New Concepts and Skills throughout their Careers? Stories and Best Practices From North American Instruction Librarians*<\/a><\/span><\/h6>\n\n\t\t\tHannah Gascho Rempel<\/u>1<\/sup>, Jane Marie Nichols2<\/sup><\/span><\/strong> \n\t\t\t1: Rempel Oregon State University Corvallis, USA; 2: Oregon State University Corvallis, USA<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-literacy-workshops-from-on-site-to-online-lessons-learned\/\">Information Literacy Workshops from On-Site to Online – Lessons Learned*<\/a><\/span><\/h6>\n\n\t\t\tRiikka Sinisalo<\/u>, Marja Talikka<\/span><\/strong> \n\t\t\tBiblioth\u00e8que acad\u00e9mique LUT, Universit\u00e9 LUT, Lahti, Finlande<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ee7f00; vertical-align:top\"><samp>WK01: Workshop<\/strong><\/samp> \n\t\t\tLocation: C5: Room 3.116<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/disability-advocacy-in-libraries-developing-events-for-accessibility\/\">D\u00e9fense des int\u00e9r\u00eats des personnes handicap\u00e9es dans les biblioth\u00e8ques : D\u00e9velopper des \u00e9v\u00e9nements pour l'accessibilit\u00e9<\/a><\/span><\/h6>\n\n\t\t\tDaniel Ireton<\/u>, Angie Brunk<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 d'\u00c9tat du Kansas, Manhattan, Kansas, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">1:00pm \n\t\t\t– \n\t\t\t2:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>LN02: Lunch<\/strong><\/samp> \n\t\t\tLocation: C10: Lounge Room (3rd floor)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">2:00pm \n\t\t\t– \n\t\t\t3:30pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP09: Artificial intelligence & IL<\/strong><\/samp> \n\t\t\tLocation: C1: Room 0.313<\/span> \n\t\t\t<tt>Chair: Jos van Helvoort<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/students-perceptions-of-using-artificial-intelligence-in-written-assignments-is-information-literacy-still-needed\/\">Students’ Perceptions of Using Artificial Intelligence in Written Assignments – Is Information Literacy Still Needed?*<\/a><\/span><\/h6>\n\n\t\t\tKrista Lepik<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Tartu, Estonie<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/improving-stem-competences-by-using-artificial-intelligence-to-generate-video-games-based-on-student-written-stories\/\">Improving STEM Competences by Using Artificial Intelligence to Generate Video Games Based on Student Written Stories<\/a><\/span><\/h6>\n\n\t\t\tIvana Ogrizek Biškupi\u0107<\/u>1<\/sup>, Mario Konecki2<\/sup>, Mladen Konecki2<\/sup><\/span><\/strong> \n\t\t\t1: Algebra University College, Zagreb, Croatia; 2: University of Zagreb, Croatia<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/artificial-intelligence-and-information-literacy-hazards-and-opportunities\/\">Intelligence artificielle et ma\u00eetrise de l'information : risques et opportunit\u00e9s<\/a><\/span><\/h6>\n\n\t\t\tMichael Ryne Flierl<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de l'\u00c9tat de l'Ohio, Columbus, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP10: IL challenges & new paths<\/strong><\/samp> \n\t\t\tLocation: C2: Room 2.122\/123<\/span> \n\t\t\t<tt>Chair: Yolande Maury<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-overload-as-a-burden-and-a-challenge-what-can-we-learn-for-information-literacy\/\">La surcharge d'information en tant que fardeau et d\u00e9fi. Que pouvons nous apprendre pour la ma\u00eetrise de l'information ?<\/a><\/span><\/h6>\n\n\t\t\tMa\u0142gorzata Kisilowska-Szurmi\u0144ska<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Varsovie, Pologne<\/span><\/span><\/em><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/teaching-students-to-navigate-externalist-and-internalist-approaches-in-the-history-of-science\/\">Teaching Students to Navigate Externalist and Internalist Approaches in the History of Science*<\/a><\/span><\/h6>\n\n\t\t\tJean-Pierre V. M. Hérubel<\/u>, Clarence Maybee<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Purdue, West Lafayette, Indiana, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/challenges-to-information-literacy-online-learning-in-higher-education-libraries-archives-and-museums-digital-strategic-convergence\/\">Les d\u00e9fis de la ma\u00eetrise de l'information L'apprentissage en ligne dans l'enseignement sup\u00e9rieur : Convergence strat\u00e9gique num\u00e9rique des biblioth\u00e8ques, des archives et des mus\u00e9es<\/a><\/span><\/h6>\n\n\t\t\tAna Novo<\/u>1<\/sup>, Paula Ochôa2<\/sup><\/span><\/strong> \n\t\t\t1: Universidade Aberta (Open University), Lisboa, Portugal; 2: Universidade Nova – FCSH, Lisboa, Portugal<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #eee855; vertical-align:top\"><samp>BP04: IL policy<\/strong><\/samp> \n\t\t\tLocation: C3: Room 0.310<\/span> \n\t\t\t<tt>Chair: Marek Deja<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/il-governance-how-the-teaching-of-information-literacy-is-organized-in-university-libraries-in-germany\/\">IL Governance – How the Teaching of Information Literacy is Organized in University Libraries in Germany<\/a><\/span><\/h6>\n\n\t\t\tFabian Franke<\/u><\/strong> \n\t\t\tBiblioth\u00e8que universitaire de Bamberg, Allemagne<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/towards-a-dutch-open-badge-information-literacy\/\">Vers un badge ouvert n\u00e9erlandais pour la ma\u00eetrise de l'information<\/a><\/span><\/h6>\n\n\t\t\tHarrie van der Meer1<\/sup>, Johanna Krijnsen2<\/sup>, Lieke Haverkort<\/u>3<\/sup><\/span><\/strong> \n\t\t\t1: University of Amsterdam \/ Amsterdam University of Applied Sciences, The Netherlands; 2: Inholland University of Applied Sciences, The Netherlands; 3: Politieacademie, the Netherlands<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/alarming-literacy-rates-in-one-of-americas-largest-cities-what-can-be-done-in-the-city-of-detroit\/\">Alarming Literacy Rates in One of America’s Largest Cities: What Can Be Done in the City of Detroit?<\/a><\/span><\/h6>\n\n\t\t\tHermina G.B. Anghelescu<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 d'\u00c9tat de Wayne, D\u00e9troit, Michigan, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP11: Algorithmic literacy<\/strong><\/samp> \n\t\t\tLocation: C4: Room 3.229<\/span> \n\t\t\t<tt>Chair: Marek Nahotko<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/algorithms-digital-literacies-and-democratic-practices-perceptions-of-academic-librarians\/\">Algorithmes, litt\u00e9ratie num\u00e9rique et pratiques d\u00e9mocratiques : Perceptions des biblioth\u00e9caires universitaires<\/a><\/span><\/h6>\n\n\t\t\tMaureen Constance Henninger<\/u>, Hilary Yerbury<\/span><\/strong> \n\t\t\tUniversit\u00e9 de technologie de Sydney, Australie<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/algorithmic-literacy-of-polish-students-in-social-sciences-and-humanities\/\">Algorithmic Literacy of Polish Students in Social Sciences and Humanities*<\/a><\/span><\/h6>\n\n\t\t\t\u0141ukasz Iwasi\u0144ski<\/u>, Magdalena Krawczyk<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Varsovie, Pologne<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/using-early-responses-to-wikipedia-and-google-to-consider-chatgpt\/\">Utiliser les premi\u00e8res r\u00e9ponses \u00e0 Wikipedia et Google pour envisager ChatGPT<\/a><\/span><\/h6>\n\n\t\t\tDavid A. Hurley<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 du Nouveau Mexique, Albuquerque, Nouveau Mexique, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #4b4e85; vertical-align:top\"><samp>PK01: PechaKucha<\/strong><\/samp> \n\t\t\tLocation: C5: Room 3.116<\/span> \n\t\t\t<tt>Chair: René Schneider<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/creating-a-web-based-quiz-to-support-information-literacy-for-food-science-and-nutrition-students-and-the-academic-librarians-who-support-them\/\">Creating a Web-Based Quiz to Support Information Literacy for Food Science and Nutrition Students and the Academic Librarians who Support them*<\/a><\/span><\/h6>\n\n\t\t\tCarol Hollier<\/u><\/span><\/strong> \n\t\t\tFIS Publishing, Winnersh, Wokingham, Royaume-Uni.<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/incorporating-the-sift-method-into-one-shot-library-instruction-workshops\/\">Incorporation de la m\u00e9thode SIFT dans les ateliers ponctuels de formation en biblioth\u00e9conomie<\/a><\/span><\/h6>\n\n\t\t\tRebecca Hastie<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 am\u00e9ricaine de Sharjah, \u00c9mirats arabes unis<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/digital-fluency-students-perceptions-and-participation-in-designing-the-curriculum-in-bulgaria-finland-and-italy\/\">Digital Fluency: Students’ Perceptions and Participation in Designing the Curriculum in Bulgaria, Finland and Italy<\/a><\/span><\/h6>\n\n\t\t\tMarina Encheva<\/u>1<\/sup>, Anna Maria Tammaro2<\/sup>, Marcela Borisova1<\/sup>, Giulia Conti2<\/sup>, Mari Maasita3<\/sup><\/span><\/strong> \n\t\t\t1: University of Library Studies and Information Technology, Sofia, Bulgaria; 2: Università di Parma, Italy; 3: University of Lapland, Rovaniemi, Finland<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/xprtn-for-futures-literacies\/\">XPRTN pour la litt\u00e9ratie du futur<\/a><\/span><\/h6>\n\n\t\t\tGudrun Marci-Boehncke, Tatjana Vogel<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 TU Dortmund, Allemagne<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-literacy-in-the-space-of-intellectual-property\/\">La ma\u00eetrise de l'information dans l'espace de la propri\u00e9t\u00e9 intellectuelle<\/a><\/span><\/h6>\n\n\t\t\tDiana Pietruch-Reizes<\/u><\/span><\/strong> \n\t\t\tUniwersytet Jagiello\u0144ski, Kraków, Polska<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/promoting-the-information-literacy-research-collaboration-in-the-citizen-science-projects\/\">Promoting the Information Literacy: Research Collaboration in the Citizen Science Projects*<\/a><\/span><\/h6>\n\n\t\t\tGita Rozenberga<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Lettonie, Riga, Lettonie<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">3:30pm \n\t\t\t– \n\t\t\t4:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>BK03: Coffee Break<\/strong><\/samp> \n\t\t\tLocation: C10: Lounge Room (3rd floor)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">4:00pm \n\t\t\t– \n\t\t\t5:30pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP12: Health literacy & behaviour<\/strong><\/samp> \n\t\t\tLocation: C1: Room 0.313<\/span> \n\t\t\t<tt>Chair: Jela Steinerová<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\">”<a href=\"https:\/\/inlitas.org\/fr\/a-personal-doctor-will-not-be-replaced-by-any-robot-service-older-adults-experiences-with-personal-health-information-and-ehealth-services\/\">A personal doctor will not be replaced by any robot service!” – Older adults’ experiences with personal health information and eHealth services<\/a><\/span><\/h6>\n\n\t\t\tHeidi Enwald<\/u>1<\/sup>, Noora Hirvonen1<\/sup>, Kristina Eriksson-Backa2<\/sup>, Isto Huvila3<\/sup><\/span><\/strong> \n\t\t\t1: University of Oulu, Finland; 2: Åbo Akademi University, Finland; 3: Uppsala University, Sweden<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/how-students-seek-information-in-the-context-of-fitness-and-physical-exercise\/\">Comment les \u00e9tudiants recherchent des informations dans le contexte du fitness et de l'exercice physique<\/a><\/span><\/h6>\n\n\t\t\tJose Teixeira<\/u><\/span><\/strong> \n\t\t\tÅbo Akademi University, Åbo, Finland<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP13: Digital literacy<\/strong><\/samp> \n\t\t\tLocation: C3: Room 0.310<\/span> \n\t\t\t<tt>Chair: Stephane Goldstein<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/a-picture-paints-a-thousand-words-digital-media-makes-for-a-lived-experience\/\">A Picture Paints a Thousand Words, Digital Media Makes for a Lived Experience*<\/a><\/span><\/h6>\n\n\t\t\tBrenda Van Wyk<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Pretoria, Afrique du Sud<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/> \n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/supporting-students-digital-literacy\/\">Supporting Students’ Digital Literacy*<\/a><\/span><\/h6>\n\n\t\t\tAne Landøy<\/u>1<\/sup>, Henry Langseth<\/u>2<\/sup>, Mariann Cecilie Løkse<\/u>3<\/sup><\/span><\/strong> \n\t\t\t1: HK-dir, Bergen, Norway; 2: University of Bergen Library, Bergen, Norway; 3: UiT – The Arctic University of Norway Library, Tromsø, Norway<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/digital-and-media-literacy-voices-of-the-teachers-dilemmas-during-the-pandemic-and-reflections-for-the-future\/\">L'\u00e9ducation au num\u00e9rique et aux m\u00e9dias : La voix des enseignants. Dilemmes pendant la pand\u00e9mie et r\u00e9flexions pour l'avenir<\/a><\/span><\/h6>\n\n\t\t\tTeresa Cardoso, Glória Bastos<\/u>, Filomena Pestana<\/span><\/strong> \n\t\t\tUniversit\u00e9 Aberta, LE@D, Portugal<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ee7f00; vertical-align:top\"><samp>WK02: Workshop<\/strong><\/samp> \n\t\t\tLocation: C4: Room 3.229<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/teaching-instructors-to-develop-transparent-and-equitable-assignments-a-workshop\/\">Teaching Instructors to Develop Transparent and Equitable Assignments: A Workshop*<\/a><\/span><\/h6>\n\n\t\t\tHanna Primeau<\/u>, Katie Blocksidge, Amanda L. Folk<\/u>, Jane Hammons<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de l'\u00c9tat de l'Ohio, Columbus, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #66cdc9; vertical-align:top\"><samp>PN03: Panel<\/strong><\/samp> \n\t\t\tLocation: C7: Room 2.122<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/library-instruction-for-mis-disinformation-french-and-u-s-perspectives\/\">Library Instruction for Mis\/Disinformation: French and U.S. Perspectives*<\/a><\/span><\/h6>\n\n\t\t\tJoumana Boustany<\/u>1<\/sup>, Laura Saunders<\/u>2<\/sup><\/span><\/strong> \n\t\t\t1: Université Gustave Eiffel, Paris, France; 2: Simmons College, Boston, USA<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td> <\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">6:00pm \n\t\t\t– \n\t\t\t8:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #4aa489; vertical-align:top\"><samp>T01: Krakow Sightseeing Tour<\/strong><\/samp> \n\t\t\tLocation: K0: Krakow Tour<\/span><\/span><\/td>\n\t\t<\/tr>\n\t<\/tbody>\n<\/table>\n\n<table align=\"center\" border=\"0\" cellpadding=\"2\" cellspacing=\"1\" class=\"mediumbg\" style=\"width:100%\">\n\t<tbody>\n\t\t<tr>\n\t\t\t<td colspan=\"6\" style=\"vertical-align:top\">\n\t\t\t <\/p>\n\n\t\t\tWednesday, 11\/Oct\/2023<\/strong><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t<\/tbody>\n\t<tbody>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">8:30am \n\t\t\t– \n\t\t\t9:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>R03: Registration<\/strong><\/samp> \n\t\t\tLocation: Campus Registration Table (ground floor main hall)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">9:00am \n\t\t\t– \n\t\t\t10:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #df4366; vertical-align:top\"><samp>P03: Keynote Speech: Alison Hicks<\/strong><\/samp> \n\t\t\tLocation: C0: Room 0.102<\/span> \n\t\t\t<tt>Chair: Sonja Spiranec<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/sociocultural-approaches-to-information-literacy-space-races-wish-cycling-and-squabbling-siblings\/\">Approches socioculturelles de la ma\u00eetrise de l'information : courses dans l'espace, v\u0153ux et chamailleries entre fr\u00e8res et s\u0153urs<\/a><\/span><\/h6>\n\n\t\t\tAlison Hicks<\/u><\/span><\/strong> \n\t\t\tUniversity College, Londres, Royaume-Uni<\/span><\/span><\/em><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">10:00am \n\t\t\t– \n\t\t\t11:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>BK04: Coffee Break<\/strong><\/samp> \n\t\t\tLocation: C10: Lounge Room (3rd floor)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">10:30am \n\t\t\t– \n\t\t\t11:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"vertical-align:top\"><samp>TC00: ECIL Tree: Ceremonial tree planting on Campus<\/strong><\/samp> \n\t\t\tLocation: C-G: Campus Garden<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">11:00am \n\t\t\t– \n\t\t\t1:00pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP14: IL & new generation education<\/strong><\/samp> \n\t\t\tLocation: C1: Room 0.313<\/span> \n\t\t\t<tt>Chair: Gita Rozenberga<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-literacy-skills-of-children-in-the-early-school-years\/\">Comp\u00e9tences en mati\u00e8re de ma\u00eetrise de l'information chez les enfants en d\u00e9but de scolarit\u00e9<\/a><\/span><\/h6>\n\n\t\t\tMihaela Grgi\u0107, Ivana Martinovi\u0107<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 Josip Juraj Strossmayer, Osijek, Croatie<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/maddie-is-online-embedding-creative-audio-visual-resources-to-the-teaching-of-information-literacy-in-an-elementary-school-in-greece\/\">‘Maddie Is Online’: Embedding Creative Audio-Visual Resources to the Teaching of Information Literacy in an Elementary School in Greece*<\/a><\/span><\/h6>\n\n\t\t\tKonstantina Martzoukou<\/u>1<\/sup>, Evi Tramantza<\/u>2<\/sup><\/span><\/strong> \n\t\t\t1: Robert Gordon University, Aberdeen, Scotland, UK; 2: Anatolia College, Thessaloniki, Greece<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/developing-online-research-skills-in-a-lower-secondary-school-the-viewpoint-of-students\/\">D\u00e9velopper les comp\u00e9tences de recherche en ligne dans une \u00e9cole secondaire inf\u00e9rieure : Le point de vue des \u00e9l\u00e8ves<\/a><\/span><\/h6>\n\n\t\t\tTuulikki Alamettälä<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 d'Oulu, Finlande ;<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/fearing-for-their-lives-implications-of-children-and-youth-as-generators-of-informational-texts-and-literacy\/\">Craindre pour sa vie : Implications des enfants et des jeunes en tant que g\u00e9n\u00e9rateurs de textes informatifs et d'alphab\u00e9tisation<\/a><\/span><\/h6>\n\n\t\t\tBarbara McNeil<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Regina, Saskatchewan, Canada<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #c7c9cc; vertical-align:top\"><samp>DF01: Doctoral Forum<\/strong><\/samp> \n\t\t\tLocation: C2: Room 2.122\/123<\/span> \n\t\t\t<tt>Chair: Magdalena Wójcik<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-worlds-of-women-engineering-students\/\">Information Worlds of Women Engineering Students*<\/a><\/span><\/h6>\n\n\t\t\tLaura Woods<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Sheffield, Angleterre, Royaume-Uni ;<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/new-clicks-developing-user-led-digital-literacies-in-older-adults-within-scottish-public-libraries\/\">‘New Clicks’ – Developing User-Led Digital Literacies in Older Adults within Scottish Public Libraries<\/a><\/span><\/h6>\n\n\t\t\tAndrew John Feeney<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 Napier d'\u00c9dimbourg, Royaume-Uni<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ee7f00; vertical-align:top\"><samp>WK03: Workshop<\/strong><\/samp> \n\t\t\tLocation: C3: Room 0.310<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/building-the-habit-how-information-literacy-in-everyday-life-connects-to-lifelong-learning\/\">Building the Habit: How Information Literacy in Everyday Life Connects to Lifelong Learning*<\/a><\/span><\/h6>\n\n\t\t\tHeather F. Adair<\/u>, Ashley B. Crane<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 d'\u00c9tat de Sam Houston, Huntsville, Texas, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #eee855; vertical-align:top\"><samp>BP05: IL & higher education<\/strong><\/samp> \n\t\t\tLocation: C4: Room 3.229<\/span> \n\t\t\t<tt>Chair: Amanda L. Folk<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/breaking-the-vicious-circle-mapping-and-addressing-gaps-in-information-literacy-across-the-educational-cycle\/\">Breaking the Vicious Circle: Mapping and Addressing Gaps in Information Literacy across the Educational Cycle*<\/a><\/span><\/h6>\n\n\t\t\tTomáš Razím<\/u>, Barbora Šátková<\/u><\/span><\/strong> \n\t\t\tBiblioth\u00e8que nationale tch\u00e8que de technologie, Prague, R\u00e9publique tch\u00e8que<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/understanding-the-development-of-information-literacy-in-higher-education\/\">Understanding the Development of Information Literacy in Higher Education*<\/a><\/span><\/h6>\n\n\t\t\tEllen Nierenberg<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 des sciences appliqu\u00e9es de Norv\u00e8ge int\u00e9rieure, Hamar, Norv\u00e8ge<\/span><\/span><\/em><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/paving-the-way-for-graduate-students-information-literacy-skills\/\">Paving the Way for Graduate Students’ Information Literacy Skills*<\/a><\/span><\/h6>\n\n\t\t\tRiikka Sinisalo<\/u>, Essi Prykäri<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 LUT, Lahti, Finlande<\/span><\/span><\/em><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/surfing-is-not-enough-an-information-literacy-course-for-academic-students\/\">Surfing is Not Enough: An Information Literacy Course for Academic Students*<\/a><\/span><\/h6>\n\n\t\t\tMatilde Fontanin<\/u>, Cristina Cocever, Federica Moretto, Michele Sommariva, Luca Bencina<\/span><\/strong> \n\t\t\tUniversit\u00e9 de Trieste, Italie<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ee7f00; vertical-align:top\"><samp>WK04: Workshop<\/strong><\/samp> \n\t\t\tLocation: C9: Computer Room (2.109)<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/editing-wikipedia-an-effective-tool-to-teach-information-literacy-skills-workshop\/\">Modifier Wikip\u00e9dia : Un outil efficace pour enseigner la ma\u00eetrise de l'information Atelier<\/a><\/span><\/h6>\n\n\t\t\tKiersten Leigh Cox<\/u>1<\/sup>, Scholz James<\/u>2<\/sup>, Andrew Beman Cavallaro<\/u>1<\/sup><\/span><\/strong> \n\t\t\t1: University of South Florida, Tampa, USA; 2: Brown-Daniel Library-Tennessee State University, Hermitage, USA<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">1:00pm \n\t\t\t– \n\t\t\t2:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>LN03: Lunch<\/strong><\/samp> \n\t\t\tLocation: C10: Lounge Room (3rd floor)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">2:00pm \n\t\t\t– \n\t\t\t3:30pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #eee855; vertical-align:top\"><samp>BP06: IL, social media & sharing<\/strong><\/samp> \n\t\t\tLocation: C1: Room 0.313<\/span> \n\t\t\t<tt>Chair: Paloma Koryci\u0144ska<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/social-media-and-information-literacy-reaching-students-where-they-are\/\">Social Media and Information Literacy: Reaching Students Where They Are*<\/a><\/span><\/h6>\n\n\t\t\tJennifer Sandra Jacobs<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 Texas Tech, Lubbock, Texas, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/media-literacy-interactively-and-for-all\/\">L'\u00e9ducation aux m\u00e9dias de mani\u00e8re interactive et pour tous<\/a><\/span><\/h6>\n\n\t\t\tKristyna Paulova<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 tch\u00e8que des sciences de la vie, Prague, R\u00e9publique tch\u00e8que<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/taking-digital-literacy-further-through-sharing-and-reuse\/\">Faire progresser la litt\u00e9ratie num\u00e9rique gr\u00e2ce au partage et \u00e0 la r\u00e9utilisation<\/a><\/span><\/h6>\n\n\t\t\tHarrie van der Meer1<\/sup>, Puck Wildschut2<\/sup>, Monique Schoutsen<\/u>3<\/sup><\/span><\/strong> \n\t\t\t1: University of Amsterdam \/ Amsterdam University of Applied Sciences, The Netherlands; 2: Tilburg University, The Netherlands; 3: Radboud University, The Netherlands<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/data-literacy-for-master-level-in-university-of-helsinki\/\">Data Literacy for Master Level in University of Helsinki*<\/a><\/span><\/h6>\n\n\t\t\tMaija Pauliina Paavolainen, Tuija Korhonen<\/u>, Katri Larmo<\/u>, Tiina Heino<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Helsinki, Finlande<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP15: IL frameworks & strategies<\/strong><\/samp> \n\t\t\tLocation: C3: Room 0.310<\/span> \n\t\t\t<tt>Chair: Sheila Webber<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-literacy-impact-framework\/\">Cadre d'impact de la ma\u00eetrise de l'information<\/a><\/span><\/h6>\n\n\t\t\tBruce Martin Ryan, Peter Cruickshank, Marina Milosheva<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 Napier d'\u00c9dimbourg, \u00c9dimbourg, Royaume-Uni<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/introducing-and-verifying-the-model-of-quality-school-library-mqsl\/\">Pr\u00e9sentation et v\u00e9rification du mod\u00e8le de biblioth\u00e8que scolaire de qualit\u00e9 (MQSL)<\/a><\/span><\/h6>\n\n\t\t\tPolona Vilar<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Ljubljana, Slov\u00e9nie<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP16: IL & pandemic<\/strong><\/samp> \n\t\t\tLocation: C4: Room 3.229<\/span> \n\t\t\t<tt>Chair: Heidi Päivyt Karoliina Enwald<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/the-impact-of-covid-19-on-students-academic-reading-format-attitudes-and-behaviors\/\">The Impact of COVID-19 on Students’ Academic Reading Format Attitudes and Behaviors<\/a><\/span><\/h6>\n\n\t\t\tDiane Mizrachi<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Californie, Los Angeles, USA<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-literacy-at-school-what-post-pandemic-uses-of-online-video-by-primary-school-teachers-in-france\/\">La ma\u00eetrise de l'information \u00e0 l'\u00e9cole : Quels usages post-pand\u00e9miques de la vid\u00e9o en ligne par les enseignants du primaire en France ?<\/a><\/span><\/h6>\n\n\t\t\tCarine Aillerie<\/u>1<\/sup>, Gilles Sahut<\/u>2<\/sup><\/span><\/strong> \n\t\t\t1: UR 20297 Techne Poitiers University, France; 2: EA 827 LERASS Toulouse University, France<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ee7f00; vertical-align:top\"><samp>WK05: Workshop<\/strong><\/samp> \n\t\t\tLocation: C5: Room 3.116<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/question-asking-is-an-art-teaching-students-how-to-ask-good-questions\/\">Question Asking is an Art: Teaching Students How to Ask Good Questions*<\/a><\/span><\/h6>\n\n\t\t\tLori Townsend<\/u>, Glenn Koelling<\/u>, Adrienne Warner<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 du Nouveau Mexique, Albuquerque, Nouveau Mexique, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ee7f00; vertical-align:top\"><samp>WK06: Workshop<\/strong><\/samp> \n\t\t\tLocation: C7: Room 2.122<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/building-a-national-alliance-for-media-and-information-literacy\/\">Building a National Alliance for Media and Information Literacy*<\/a><\/span><\/h6>\n\n\t\t\tStephane Goldstein<\/u>1<\/sup>, Jane Secker<\/u>2<\/sup><\/span><\/strong> \n\t\t\t1: InformAll CIC, London, UK; 2: City, University of London, UK<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">3:30pm \n\t\t\t– \n\t\t\t4:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>BK05: Coffee Break<\/strong><\/samp> \n\t\t\tLocation: C10: Lounge Room (3rd floor)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">4:00pm \n\t\t\t– \n\t\t\t5:30pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP17: IL studies – different approaches<\/strong><\/samp> \n\t\t\tLocation: C1: Room 0.313<\/span> \n\t\t\t<tt>Chair: Angela Repanovici<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/media-and-information-literacy-in-portuguese-school-libraries-a-longitudinal-study-with-elementary-school-students\/\">L'\u00e9ducation aux m\u00e9dias et \u00e0 l'information dans les biblioth\u00e8ques scolaires portugaises : Une \u00e9tude longitudinale avec des \u00e9l\u00e8ves de l'\u00e9cole primaire<\/a><\/span><\/h6>\n\n\t\t\tGlória Bastos<\/u>1<\/sup>, Ana Novo2<\/sup><\/span><\/strong> \n\t\t\t1: Universidade Aberta, LEAD, Portugal; 2: Universidade Aberta, CIDEHUS- UÉ, Portugal<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/copyright-awareness-among-future-media-specialists-survey-results-in-bulgaria\/\">Sensibilisation au droit d'auteur chez les futurs sp\u00e9cialistes des m\u00e9dias : R\u00e9sultats d'une enqu\u00eate en Bulgarie<\/a><\/span><\/h6>\n\n\t\t\tTereza Trencheva<\/u>, Evelina Zdravkova, Ivan Trenchev<\/span><\/strong> \n\t\t\tUniversit\u00e9 de biblioth\u00e9conomie et des technologies de l'information, Sofia, Bulgarie<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/%d1%81omparative-studies-of-the-educational-opportunities-of-professional-pages-on-the-facebook-network\/\">\u00c9tudes comparatives des possibilit\u00e9s \u00e9ducatives des pages professionnelles sur le r\u00e9seau Facebook<\/a><\/span><\/h6>\n\n\t\t\tBiletsky Volodymyr1<\/sup>, Hanna Onkov\u0443ch<\/u>2<\/sup>, Onkov\u0443ch Artem3<\/sup><\/span><\/strong> \n\t\t\t1: Kharkiv Polytechnic Institute, Ukraine; 2: Kyiv Medical University, Ukraine; 3: Kyiv National University of Culture and Arts, Ukraine<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ee7f00; vertical-align:top\"><samp>WK07: Workshop<\/strong><\/samp> \n\t\t\tLocation: C2: Room 2.122\/123<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/creating-informed-learners-in-the-classroom-workshop\/\">Creating Informed Learners in the Classroom Workshop*<\/a><\/span><\/h6>\n\n\t\t\tClarence Maybee<\/u>1<\/sup>, Michael Flierl<\/u>2<\/sup>, Rachel Fundator1<\/sup><\/span><\/strong> \n\t\t\t1: Purdue University, West Lafayette, Indiana, USA; 2: The Ohio State University, Columbus, Ohio, USA<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP18: IL & ethics<\/strong><\/samp> \n\t\t\tLocation: C3: Room 0.310<\/span> \n\t\t\t<tt>Chair: Jurgita Rud\u017eionien\u0117<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-literacy-as-an-ethical-experience\/\">La ma\u00eetrise de l'information en tant qu'exp\u00e9rience \u00e9thique<\/a><\/span><\/h6>\n\n\t\t\tJela Steinerová<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 Comenius de Bratislava, Slovaquie<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/animal-bioethics-and-information-literacy-does-il-include-moral-reflection\/\">Bio\u00e9thique animale et ma\u00eetrise de l'information : La ma\u00eetrise de l'information inclut-elle la r\u00e9flexion morale ?<\/a><\/span><\/h6>\n\n\t\t\tMarko Kos<\/u><\/strong> \n\t\t\tUniversit\u00e9 de Zagreb, Croatie<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/to-find-the-rotten-apple-information-ethical-requirements-for-the-information-literacy-of-autonomous-writing-engines\/\">To Find the “Rotten Apple” – Information Ethical Requirements for the Information Literacy of Autonomous Writing Engines<\/a><\/span><\/h6>\n\n\t\t\tMatthias Otto Rath<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 d'\u00e9ducation de Ludwigsburg, Allemagne<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP19: IL & workplace<\/strong><\/samp> \n\t\t\tLocation: C4: Room 3.229<\/span> \n\t\t\t<tt>Chair: Clarence Maybee<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/digital-literacy-training-and-workplace-empowerment-what-happens-after-graduation\/\">Formation \u00e0 la litt\u00e9ratie num\u00e9rique et autonomisation sur le lieu de travail : Que se passe-t-il apr\u00e8s l'obtention du dipl\u00f4me ?<\/a><\/span><\/h6>\n\n\t\t\tMarek Deja<\/u>1<\/sup>, Piotr Bobkowski2<\/sup>, Isto Huvila3<\/sup>, Anna Mierzecka4<\/sup><\/span><\/strong> \n\t\t\t1: Jagiellonian University, Kraków, Poland; 2: University of Kansas, Lawrence, USA; 3: Uppsala University, Uppsala, Sweden; 4: University of Warsaw, Warszawa, Poland<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/lis-students-receptivity-to-the-concept-of-turquoise-organization\/\">LIS Students’ Receptivity to the Concept of Turquoise Organization<\/a><\/span><\/h6>\n\n\t\t\tAneta Januszko-Szakiel, Paloma Koryci\u0144ska<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 Jagiellonian, Cracovie, Pologne<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-literacy-practices-of-hospital-librarians-in-an-era-of-evidence-based-medicine\/\">Pratiques de ma\u00eetrise de l'information des biblioth\u00e9caires hospitaliers \u00e0 l'\u00e8re de la m\u00e9decine factuelle<\/a><\/span><\/h6>\n\n\t\t\tSara Ahlryd<\/u>, Fredrik Hanell<\/span><\/strong> \n\t\t\tLinnaeus University, Växjö, Sweden<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ccff00; vertical-align:top\"><samp>PT01: Poster Session<\/strong><\/samp> \n\t\t\tLocation: C10: Lounge Room (3rd floor)<\/span> \n\t\t\t<tt>Chair: Dorota Rak<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\">Information Literacy (IL) Approaches of Research University Libraries in Türkiye<\/span><\/h6>\n\n\t\t\tDeniz Ermi\u015fo\u011flu<\/u>1<\/sup>, Esra Varol2<\/sup><\/span><\/strong> \n\t\t\t1: Marmara University, \u0130stanbul, Türkiye; 2: Trakya University, Edirne, Türkiye<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/wp-content\/uploads\/2023\/12\/2023_ECIL-poster-handout-2023-final-version-Almuth-Gastinger.pdf\"> Collaboration is Key: Teaching Research Data Literacy Skills at NTNU*<\/span><\/h6><\/a>\n\n\t\t\tAlmuth Gastinger<\/u><\/span><\/strong> \n\t\t\tNTNU University Library, Trondheim, Norway<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\">Development of Students’ Media Literacy through the Special Course “Professionally Oriented Media Education”<\/span><\/h6>\n\n\t\t\tHanna Onkov\u0443ch<\/u><\/span><\/strong> \n\t\t\tK\u0443\u0456v Medical University, Ukraine<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\">War Media Trauma during Russia Invasion in Ukraine: New Challenge for Media and Informational Literacy Education<\/span><\/h6>\n\n\t\t\tLyubov Naydonova<\/u>1<\/sup>, Mykhaylo Naydonov2<\/sup><\/span><\/strong> \n\t\t\t1: The Institute for Social and Political Psychology of NAES, Ukraine; 2: The Institute of Reflective Investigation and Specialisation, Ukraine<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\">BRIDGE Project: Information and Digital Literacy at Primary School<\/span><\/h6>\n\n\t\t\tDora Sales<\/u>1<\/sup>, Serap Kurbano\u011flu<\/u>2<\/sup>, Petros Kostagiolas3<\/sup>, Konstantina Martzoukou3<\/sup>, Stéphane Goldstein4<\/sup>, Sarah Pavey5<\/sup>, Noora Hirvonen6<\/sup>, Buket Akkoyunlu7<\/sup>, Murat Saran7<\/sup>, Anna Antoniazzi8<\/sup>, Mara Morelli8<\/sup>, \u0130pek \u015eencan2<\/sup><\/span><\/strong> \n\t\t\t1: Universitat Jaume I, Castellón, Spain; 2: Hacettepe University, Ankara, Turkey; 3: Ionian University, Corfu, Greece; 4: InformAll CIC, London, UK; 5: SP4IL, London, UK; 6: University of Oulu, Finland; 7: Cankaya University, Ankara, Turkey; 8: Genova University, Italy<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\">Information Specialists supporting Research, Business and Innovation in the EU<\/span><\/h6>\n\n\t\t\tMihaela Banek Zorica, Sonja Spiranec, Denis Kos<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 de Zagreb, Croatie<\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\">The NIAGARA Project – Navigating the Digital Landscape: Universities Partnering for Change<\/span><\/h6>\n\n\t\t\tSabina Barbara Cisek<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 Jagiellonian, Cracovie, Pologne<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\">Library User Experience (LUX) in the Context of Designing Information Services – Subject Literature Review<\/span><\/h6>\n\n\t\t\tMagdalena Wójcik<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 Jagiellonian, Cracovie, Pologne<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\">Survey on High School Students’ and Teachers’ Interest in Information Literacy<\/span><\/h6>\n\n\t\t\tKazuyuki Sunaga<\/u><\/span><\/strong> \n\t\t\tKokugakuin University, Tokyo, Japan<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">7:00pm \n\t\t\t– \n\t\t\t10:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"5\" style=\"border-left:6px solid #55ff44; vertical-align:top\">\n\t\t\t<samp>G01: Gala Dinner<\/strong><\/samp> \n\t\t\tLocation: G0: Gala Dinner<\/span><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t<\/tbody>\n<\/table>\n\n <\/p>\n\n <\/p>\n\n<table align=\"center\" border=\"0\" cellpadding=\"2\" cellspacing=\"1\" class=\"mediumbg\" style=\"width:100%\">\n\t<tbody>\n\t\t<tr>\n\t\t\t<td colspan=\"5\" style=\"vertical-align:top\">Thursday, 12\/Oct\/2023<\/strong><\/span><\/td>\n\t\t<\/tr>\n\t<\/tbody>\n\t<tbody>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">8:30am \n\t\t\t– \n\t\t\t9:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"4\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>R04: Registration<\/strong><\/samp> \n\t\t\tLocation: Campus Registration Table (ground floor main hall)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">9:00am \n\t\t\t– \n\t\t\t10:00am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"4\" style=\"border-left:6px solid #df4366; vertical-align:top\"><samp>P04: Invited Panel: Sabina Cisek & Monika Krakowska<\/strong><\/samp> \n\t\t\tLocation: C3: Room 0.310<\/span> \n\t\t\t<tt>Chair: Joumana Boustany<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/interdisciplinary-and-methodological-aspects-of-diagnosing-the-experience-of-information-and-the-formation-of-information-culture\/\">Aspects interdisciplinaires et m\u00e9thodologiques du diagnostic de l'exp\u00e9rience de l'information et de la formation de la culture de l'information<\/a><\/span><\/h6>\n\n\t\t\tSabina Cisek & Monika Krakowska<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 Jagiellonian, Cracovie, Pologne<\/span><\/span><\/em><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">10:00am \n\t\t\t– \n\t\t\t10:30am<\/span><\/span><\/td>\n\t\t\t<td colspan=\"4\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>BK06: Coffee Break<\/strong><\/samp> \n\t\t\tLocation: C10: Lounge Room (3rd floor)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">10:30am \n\t\t\t– \n\t\t\t12:00pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP20: IL & higher education<\/strong><\/samp> \n\t\t\tLocation: C1: Room 0.313<\/span> \n\t\t\t<tt>Chair: Brenda Van Wyk<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-literacy-of-polish-ph-d-students-the-learning-outcomes-approach\/\">Information Literacy of Polish Ph.D. Students: The Learning Outcomes Approach*<\/a><\/span><\/h6>\n\n\t\t\tMagdalena Paul<\/u>1<\/sup>, Marek Deja<\/u>5<\/sup>, Ewa G\u0142owacka2<\/sup>, Ma\u0142gorzata Kisilowska-Szurmi\u0144ska1<\/sup>, Marzena \u015awigo\u01443<\/sup>, Maja Wojciechowska<\/strong>4<\/strong><\/sup><\/span> \n\t\t\t1: University of Warsaw, Poland; 2: Nicolaus Copernicus University, Toru\u0144, Poland; 3: University of Warmia and Mazury, Olsztyn, Poland; 4: University of Gda\u0144sk, Poland; 5: Jagiellonian University, Cracow, Poland<\/span><\/span><\/em><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/what-do-first-year-students-want-to-know-analysis-of-anonymous-questions-in-a-first-year-writing-course\/\">What do First-Year Students Want to Know: Analysis of Anonymous Questions in a First-Year Writing Course*<\/a><\/span><\/h6>\n\n\t\t\tMariya Gyendina<\/strong><\/u> \n\t\t\tBiblioth\u00e8ques de l'Universit\u00e9 du Minnesota, Minneapolis, \u00c9tats-Unis<\/em><\/span><\/span><\/p>\n\t\t\t \n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP21: IL – other aspects<\/strong><\/samp> \n\t\t\tLocation: C2: Room 2.122\/123<\/span> \n\t\t\t<tt>Chair: Krista Lepik<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-literacy-in-the-design-thinking-process-a-preliminary-research\/\">Information Literacy in the Design Thinking process – A Preliminary Research<\/a><\/span><\/h6>\n\n\t\t\tDorota Rak<\/u><\/span><\/strong> \n\t\t\tJagiellonian University, Kraków, Poland<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/who-cares-defining-citation-style-in-scholarly-journals\/\">“Who Cares?” Defining Citation Style in Scholarly Journals*<\/a><\/span><\/h6>\n\n\t\t\tPavla Vizváry<\/u>1<\/sup>, Vincas Grigas<\/strong>2<\/strong><\/sup> \n\t\t\t1: Masaryk University, Czech Republic; 2: Vilnius University, Lithuania<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP22: IL & LIS professionals<\/strong><\/samp> \n\t\t\tLocation: C3: Room 0.310<\/span> \n\t\t\t<tt>Chair: Jane Secker<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/social-project-of-media-and-information-literacy-knowledge-improvement-among-academic-and-school-librarians-in-kazakhstan\/\">Social Project of Media And Information Literacy Knowledge Improvement among Academic and School Librarians in Kazakhstan*<\/a><\/span><\/h6>\n\n\t\t\tYelizaveta Kamilova<\/u>, Zhuldyz Orazymbetova<\/strong> \n\t\t\tBiblioth\u00e8que de l'universit\u00e9 Nazarbayev, Astana, Kazakhstan<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/information-literacy-as-a-key-challenge-to-improve-social-protection-in-france-through-new-uses-of-collaborative-information\/\">La ma\u00eetrise de l'information : un d\u00e9fi majeur pour am\u00e9liorer la protection sociale en France gr\u00e2ce \u00e0 de nouvelles utilisations de l'information collaborative<\/a><\/span><\/h6>\n\n\t\t\tChristian Bourret<\/strong><\/u> \n\t\t\tDICEN IdF & Université Gustave Eiffel, Paris, France<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #ee7f00; vertical-align:top\"><samp>WK08: Workshop<\/strong><\/samp> \n\t\t\tLocation: C5: Room 3.116<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/helping-instructors-to-decode-information-literacy-a-workshop\/\">Helping Instructors to Decode Information Literacy: A Workshop*<\/a><\/span><\/h6>\n\n\t\t\tJane Hammons<\/u>, Amanda L. Folk<\/u>, Katie Blocksidge<\/u>, <\/strong>Hanna Primeau<\/strong><\/u><\/span> \n\t\t\tUniversit\u00e9 de l'\u00c9tat de l'Ohio, Columbus, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">12:00pm \n\t\t\t– \n\t\t\t1:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"4\" style=\"border-left:6px solid #66cdc9; vertical-align:top\">PN04: Panel<\/strong> \n\t\t\tLocation: C4: Room 3.229<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/building-knowledge-across-the-curriculum-utilizing-the-learning-community-model-to-maximize-relevant-information-literacy-instruction\/\">Building Knowledge across the Curriculum: Utilizing the Learning Community Model to Maximize Relevant Information Literacy Instruction*<\/a><\/span><\/h6>\n\n\t\t\tEmily Zekan Brown<\/u>, Laura Hogan<\/u>, <\/strong>Susan Souza-Mort<\/strong><\/u> \n\t\t\tBristol Community College, \u00c9tats-Unis<\/em><\/span><\/span><\/p>\n\t\t\t \n\t\t\t <\/p>\n\t\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">1:00pm \n\t\t\t– \n\t\t\t2:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"4\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>LN04: Lunch<\/strong><\/samp> \n\t\t\tLocation: C10: Lounge Room (3rd floor)<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">2:00pm \n\t\t\t– \n\t\t\t3:30pm<\/span><\/span><\/td>\n\t\t\t<td style=\"border-left:6px solid #ffffff; vertical-align:top\"><samp>PP23: Information behaviour<\/strong><\/samp> \n\t\t\tLocation: C1: Room 0.313<\/span> \n\t\t\t<tt>Chair: Marko Kos<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/exploring-information-needs-of-a-polish-academic-law-library-users\/\">Explorer les besoins en information des utilisateurs d'une biblioth\u00e8que juridique universitaire polonaise<\/a><\/span><\/h6>\n\n\t\t\tPaloma Koryci\u0144ska<\/u>, Ma\u0142gorzata Stanula<\/strong> \n\t\t\tUniversit\u00e9 Jagiellonian, Cracovie, Pologne<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/early-career-school-librarians-use-of-information-literacy-skills-to-master-their-information-needs\/\">Early-Career School Librarians’ Use of Information Literacy Skills to Master their Information Needs*<\/a><\/span><\/h6>\n\n\t\t\tHeather Freas Adair<\/u>, Ashley B. Crane<\/u>, Elizabeth Gross<\/u><\/span><\/strong> \n\t\t\tUniversit\u00e9 d'\u00c9tat de Sam Houston, Huntsville, Texas, \u00c9tats-Unis<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/teaching-healthcare-students-to-deal-with-information-sources-implementing-the-human-framework\/\">Teaching Healthcare Students to Deal with Information Sources: Implementing the HUMAN Framework*<\/a><\/span><\/h6>\n\n\t\t\tPavla Vizváry<\/u>1<\/sup>, Kristýna Kalmárová2<\/sup>, Beatrice Baldarelli3<\/sup><\/span><\/strong> \n\t\t\t1: Masaryk University, Brno, Czech Republic; 2: Comenius University in Bratislava, Slovakia; 3: Library of the University of Applied Sciences Ingolstadt, Germany<\/span><\/em><\/span><\/p><\/td>\n\t\t\t<td style=\"border-left:6px solid #ee7f00; vertical-align:top\"><samp>WK09: Workshop<\/strong><\/samp> \n\t\t\tLocation: C2: Room 2.122\/123<\/span><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/learning-library-skills-playfully\/\">Apprendre les comp\u00e9tences biblioth\u00e9caires de mani\u00e8re ludique<\/a><\/span><\/h6>\n\n\t\t\tPäivi Hannele Ylitalo-Kallio<\/u>, <\/strong>Saara Vielma<\/strong><\/u><\/span> \n\t\t\t\"Services de biblioth\u00e8que et d'information de Metropolia\"<\/span><\/span><\/em><\/p>\n\t\t\t<\/td>\n\t\t\t<td style=\"border-left:6px solid #eee855; vertical-align:top\"><samp>BP07: IL & education<\/strong><\/samp> \n\t\t\tLocation: C3: Room 0.310<\/span> \n\t\t\t<tt>Chair: Patrick Vanden Berghe<\/tt><\/span>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/name-it-to-tame-it-irex-for-media-literacy-in-lithuania\/\">“Name it to Tame it”: IREX for Media Literacy in Lithuania<\/a><\/span><\/h6>\n\n\t\t\tMartynas Petrikas, Jurgita Rud\u017eionien\u0117<\/u><\/strong> \n\t\t\tUniversit\u00e9 de Vilnius, Lituanie<\/span><\/em><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/enoel-the-introduction-of-a-european-open-education-group\/\">ENOEL : L'introduction d'un groupe europ\u00e9en d'\u00e9ducation ouverte<\/a><\/span><\/h6>\n\n\t\t\tMonique Schoutsen<\/strong><\/u> \n\t\t\tUniversit\u00e9 Radboud, Nijmegen, Pays-Bas<\/em><\/span><\/span><\/p>\n\n\t\t\t<hr \/>\n\t\t\t<h6 style=\"font-style:italic;\"><a href=\"https:\/\/inlitas.org\/fr\/embedding-equality-in-education-a-collaborative-project\/\">Embedding Equality in Education – A Collaborative Project<\/a><\/span><\/h6>\n\n\t\t\tIka Jorum<\/u><\/span><\/strong> \n\t\t\tKTH Institut royal de technologie, Stockholm, Su\u00e8de<\/span><\/span><\/em><\/p>\n\t\t\t<\/td>\n\t\t\t<td> <\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">3:30pm \n\t\t\t– \n\t\t\t4:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"4\" style=\"border-left:6px solid #b7b9bb; vertical-align:top\"><samp>BK07: Coffee Break<\/strong><\/samp> \n Location: C10: Lounge Room (3rd floor)<\/span><\/p><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">4:00pm \n\t\t\t– \n\t\t\t5:00pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"4\" style=\"border-left:6px solid #55ff44; vertical-align:top\"><samp>C00: Closing Session<\/strong><\/samp> \n\t\t\tLocation: C8: Room 0.103<\/span><\/span><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td rowspan=\"1\" style=\"vertical-align: top; text-align: center;\">5:30pm \n\t\t\t– \n\t\t\t6:30pm<\/span><\/span><\/td>\n\t\t\t<td colspan=\"4\" style=\"border-left:6px solid #4aa489; vertical-align:top\"><samp>T02: Visit to the Jagiellonian Library<\/strong><\/samp> \n\t\t\tLocation: L0: Jagiellonian Library<\/span><\/span><\/td>\n\t\t<\/tr>\n\t<\/tbody>\n<\/table>\n<\/body>\n<\/html>","protected":false},"excerpt":{"rendered":"ECIL 2023: Conference Agenda The ECIL 2023 conference was held from October 9 to 12, 2023, at Jagiellonian University in Krakow, Poland. Below is the conference agenda. Each link provides a summary of the presentations. An asterisk after a title indicates that the author(s) have uploaded their presentation, which can be viewed at the end […]<\/p>","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_uag_custom_page_level_css":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[35],"tags":[54,53],"class_list":["post-1418","post","type-post","status-publish","format-standard","hentry","category-ecil-2023","tag-ecil2023","tag-european-conference-on-information-literacy"],"uagb_featured_image_src":{"full":false,"thumbnail":false,"medium":false,"medium_large":false,"large":false,"1536x1536":false,"2048x2048":false,"trp-custom-language-flag":false},"uagb_author_info":{"display_name":"InLitAs","author_link":"https:\/\/inlitas.org\/fr\/author\/admin\/"},"uagb_comment_info":0,"uagb_excerpt":"ECIL 2023: Conference Agenda The ECIL 2023 conference was held from October 9 to 12, 2023, at Jagiellonian University in Krakow, Poland. Below is the conference agenda. Each link provides a summary of the presentations. An asterisk after a title indicates that the author(s) have uploaded their presentation, which can be viewed at the end\u2026","_links":{"self":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1418","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/comments?post=1418"}],"version-history":[{"count":48,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1418\/revisions"}],"predecessor-version":[{"id":1942,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1418\/revisions\/1942"}],"wp:attachment":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/media?parent=1418"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/categories?post=1418"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/tags?post=1418"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}