{"id":1539,"date":"2023-10-09T17:20:00","date_gmt":"2023-10-09T17:20:00","guid":{"rendered":"https:\/\/inlitas.org\/?p=1539"},"modified":"2024-02-13T14:44:54","modified_gmt":"2024-02-13T14:44:54","slug":"the-academic-library-service-desk-as-a-pedagogical-tool","status":"publish","type":"post","link":"https:\/\/inlitas.org\/fr\/the-academic-library-service-desk-as-a-pedagogical-tool\/","title":{"rendered":"Le service d'assistance de la biblioth\u00e8que universitaire en tant qu'outil p\u00e9dagogique"},"content":{"rendered":"<p>Le guichet de la biblioth\u00e8que universitaire a le potentiel d'\u00eatre un outil p\u00e9dagogique plus important qu'il ne l'est aujourd'hui. C'est ce que nous pensons apr\u00e8s avoir men\u00e9 deux \u00e9tudes visant \u00e0 rassembler des connaissances sur la rencontre personnelle au guichet de la biblioth\u00e8que. Dans l'une des \u00e9tudes, nous avons examin\u00e9 la rencontre au guichet de service physique, et l'autre visait \u00e0 explorer notre guichet de biblioth\u00e8que num\u00e9rique. Les deux projets sont en partie soutenus financi\u00e8rement par la Biblioth\u00e8que nationale de Norv\u00e8ge.<\/p>\n\n\n\n<p>Le premier projet que nous avons lanc\u00e9, en 2017, \u00e9tait \"TREFF - vers une nouvelle plateforme pour les services de bureau \u00e0 la biblioth\u00e8que universitaire de l'Universit\u00e9 norv\u00e9gienne des sciences et de la technologie (NTNU)\" (TREFF signifie \"r\u00e9union\"). L'objectif principal du projet \u00e9tait d'en apprendre davantage sur la rencontre personnelle entre les \u00e9tudiants et le personnel de la biblioth\u00e8que au bureau de service de la biblioth\u00e8que physique. Dans le cadre de TREFF, nous avons utilis\u00e9 diff\u00e9rentes m\u00e9thodes de recherche pour collecter des donn\u00e9es : cartographie de l'activit\u00e9 du guichet, groupes de discussion et entretiens individuels avec les \u00e9tudiants et enqu\u00eate aupr\u00e8s du personnel de la biblioth\u00e8que.<\/p>\n\n\n\n<p>Parmi les principales conclusions de TREFF, les \u00e9tudiants interrog\u00e9s ne connaissaient pas les comp\u00e9tences du personnel de la biblioth\u00e8que et ne savaient pas quel type d'aide ils pouvaient obtenir au guichet de la biblioth\u00e8que. Bien qu'ils puissent en avoir besoin, ils ne s'adressent pas n\u00e9cessairement au guichet de la biblioth\u00e8que pour obtenir de l'aide dans leurs \u00e9tudes. Ils pr\u00e9f\u00e9raient poser des questions br\u00e8ves sur des sujets pratiques et ne souhaitaient pas d\u00e9ranger ou faire la queue.<\/p>\n\n\n\n<p>Pendant la pand\u00e9mie, la biblioth\u00e8que universitaire de la NTNU a mis en place un service de biblioth\u00e8que num\u00e9rique, un service de r\u00e9f\u00e9rence, des cours et des activit\u00e9s d'\u00e9criture sur Zoom - la biblioth\u00e8que virtuelle. La biblioth\u00e8que virtuelle continue aujourd'hui d'exister en m\u00eame temps que les services traditionnels de la biblioth\u00e8que physique. Dans le cadre d'un projet en cours, SkjermTREFF (SkjermTREFF signifie \"r\u00e9union sur \u00e9cran\"), nous avons examin\u00e9 la r\u00e9union au sein du bureau de la biblioth\u00e8que num\u00e9rique, afin d'en savoir plus sur les groupes d'utilisateurs qui visitent le bureau de la biblioth\u00e8que virtuelle, sur la mani\u00e8re dont ils vivent la r\u00e9union et sur les raisons pour lesquelles un canal num\u00e9rique est choisi au lieu d'une pr\u00e9sence physique. Le projet a dur\u00e9 deux ans (2021-2023) et les donn\u00e9es ont \u00e9t\u00e9 collect\u00e9es par le biais de diff\u00e9rents types d'entretiens individuels, d'entretiens avec des groupes de discussion et de statistiques. Les r\u00e9sultats pr\u00e9liminaires indiquent que les informateurs appr\u00e9cient particuli\u00e8rement la concentration, le calme et le fait de ne pas avoir \u00e0 se presser, contrairement \u00e0 ce qui se passe \u00e0 un guichet physique.<\/p>\n\n\n\n<p>Dans notre pr\u00e9sentation, nous discuterons des r\u00e9sultats de TREFF et SkjermTREFF et de la mani\u00e8re dont nous pouvons utiliser ces connaissances pour am\u00e9liorer les bureaux physiques et num\u00e9riques de la biblioth\u00e8que en tant qu'outils p\u00e9dagogiques pour aider nos utilisateurs \u00e0 acqu\u00e9rir des comp\u00e9tences \u00e9largies en mati\u00e8re de ma\u00eetrise de l'information. Nous souhaitons \u00e9galement en savoir plus sur les services num\u00e9riques similaires et sur les exp\u00e9riences et d\u00e9couvertes faites dans d'autres biblioth\u00e8ques.<\/p>\n\n\n\n<p class=\"has-text-align-right\"><strong>Liv Inger Lam\u00f8y, Astrid Kilvik<\/strong><br><em>Universit\u00e9 norv\u00e9gienne des sciences et technologies, biblioth\u00e8que universitaire, Norv\u00e8ge<\/em><\/p>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/inlitas.org\/wp-content\/uploads\/2023\/12\/2023_ECIL-The-academic-library-service-desk-as-a-pedagogical-tool-Liv-Inger-Lamoy.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Contenu embarqu\u00e9 2023_ECIL - The academic library service desk as a pedagogical tool - Liv Inger Lamoy.\"><\/object><a id=\"wp-block-file--media-16dfbd31-6bcf-41c8-ac17-2099ccb8bc4e\" href=\"https:\/\/inlitas.org\/wp-content\/uploads\/2023\/12\/2023_ECIL-The-academic-library-service-desk-as-a-pedagogical-tool-Liv-Inger-Lamoy.pdf\">2023_ECIL - Le bureau de service de la biblioth\u00e8que universitaire comme outil p\u00e9dagogique - Liv Inger Lamoy<\/a><\/div>","protected":false},"excerpt":{"rendered":"<p>The academic library service desk has the potential to be more of a pedagogical tool than it is today. This is our opinion after having conducted two studies to gather knowledge about the personal meeting at the library desk. In one of the studies, we investigated the meeting at the physical service desk, and the [&hellip;]<\/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":"","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":[52,54,53],"class_list":["post-1539","post","type-post","status-publish","format-standard","hentry","category-ecil-2023","tag-academic-librarians","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":"The academic library service desk has the potential to be more of a pedagogical tool than it is today. This is our opinion after having conducted two studies to gather knowledge about the personal meeting at the library desk. In one of the studies, we investigated the meeting at the physical service desk, and the\u2026","_links":{"self":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1539","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=1539"}],"version-history":[{"count":2,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1539\/revisions"}],"predecessor-version":[{"id":1871,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1539\/revisions\/1871"}],"wp:attachment":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/media?parent=1539"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/categories?post=1539"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/tags?post=1539"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}