{"id":1585,"date":"2023-10-16T09:16:00","date_gmt":"2023-10-16T09:16:00","guid":{"rendered":"https:\/\/inlitas.org\/?p=1585"},"modified":"2024-02-13T14:42:34","modified_gmt":"2024-02-13T14:42:34","slug":"the-relationship-between-game-literacy-and-information-literacy","status":"publish","type":"post","link":"https:\/\/inlitas.org\/fr\/the-relationship-between-game-literacy-and-information-literacy\/","title":{"rendered":"La relation entre la ma\u00eetrise des jeux et la ma\u00eetrise de l'information"},"content":{"rendered":"<p>L'objectif de cet article est d'identifier la relation entre la ma\u00eetrise des jeux (ML) et la ma\u00eetrise de l'information (MI), afin de fournir un aper\u00e7u interdisciplinaire qui servira de base \u00e0 de futures recherches. Pour ce faire, il s'appuiera sur les \u00e9l\u00e9ments suivants<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>En examinant les origines, la d\u00e9finition et le traitement des deux alphab\u00e9tisations dans la litt\u00e9rature scientifique des disciplines des \u00e9tudes sur les jeux et de l'IL, et ;<\/li>\n\n\n\n<li>En utilisant des exemples tir\u00e9s de deux r\u00e9centes \u00e9tudes de recherche \u00e0 m\u00e9thodes mixtes sur le comportement vis-\u00e0-vis de l'information et la ma\u00eetrise de l'information dans les jeux vid\u00e9o, afin d'illustrer les liens entre les LG et la ma\u00eetrise de l'information.<\/li>\n<\/ul>\n\n\n\n<p>Les \u00e9tudes ant\u00e9rieures sur les jeux vid\u00e9o et la ma\u00eetrise de l'information ont eu tendance \u00e0 se concentrer sur les \u00e9l\u00e9ments de la ma\u00eetrise de l'information utilis\u00e9s dans les jeux (par exemple Beutelspacher et Henkel, 2021), plut\u00f4t que sur l'intersection conceptuelle entre la ma\u00eetrise de l'information et la libert\u00e9 de mouvement, comme c'est le cas dans le pr\u00e9sent document. La VA et les LG se sont d\u00e9velopp\u00e9es dans des contextes disciplinaires diff\u00e9rents. Alors que le concept d'IL est issu du domaine de la biblioth\u00e9conomie et de l'industrie de l'information en ligne (Nazari &amp; Webber, 2012), les LG sont apparues dans le domaine des \u00e9tudes sur la litt\u00e9ratie, influenc\u00e9es par l'accent mis par le mouvement New Literacies sur la multimodalit\u00e9 et la pratique sociale, et stimul\u00e9es par le d\u00e9sir d'inclure les m\u00e9dias culturels populaires aupr\u00e8s des jeunes (Squire, 2008). Au d\u00e9part, les d\u00e9finitions et les cadres de la ma\u00eetrise de l'information \u00e9taient ax\u00e9s sur les comp\u00e9tences pratiques appliqu\u00e9es aux documents imprim\u00e9s ou num\u00e9riques publi\u00e9s. Toutefois, plus r\u00e9cemment, les sp\u00e9cialistes de la ma\u00eetrise de l'information ont consid\u00e9r\u00e9 que la ma\u00eetrise de l'information \u00e9tait socialement situ\u00e9e, qu'elle impliquait la production aussi bien que la consommation, et qu'elle faisait appel \u00e0 des informations multimodales, par exemple dans la d\u00e9finition de la m\u00e9talitt\u00e9ratie de Mackey et Jacobsen (2022). Cela rapproche ontologiquement la ma\u00eetrise de l'information de la conception de Hayes et Gee (2010, p. 69), qui consid\u00e8rent les langues \u00e9trang\u00e8res comme \"une famille de pratiques diff\u00e9rentes mises en \u0153uvre par des groupes sociaux diff\u00e9rents et pr\u00e9sentant des similitudes et des diff\u00e9rences transversales\".<\/p>\n\n\n\n<p>Malgr\u00e9 cela, la composante \"ma\u00eetrise de l'information\" des LG n'appara\u00eet pas dans les d\u00e9finitions des LG, et l'engagement dans les jeux ne figure pas non plus explicitement dans les d\u00e9finitions et les cadres de la VA. Le pr\u00e9sent article vise \u00e0 combler cette lacune de la recherche (1) en s'appuyant sur la litt\u00e9rature scientifique pour comparer et mettre en relation les d\u00e9finitions des LG et de la VA, et (2) en illustrant les liens entre les LG et la VA par les r\u00e9sultats de deux enqu\u00eates supervis\u00e9es par l'auteur (toutes deux approuv\u00e9es sur le plan \u00e9thique). Wang (2022) a utilis\u00e9 des questionnaires (n=600) et six entretiens avec des joueurs chinois pour \u00e9tudier le comportement en mati\u00e8re d'information lors de la phase d'interdiction de League of Legends (un jeu d'ar\u00e8ne de bataille en ligne multijoueurs internationalement populaire). En utilisant des m\u00e9thodes similaires (164 questionnaires et six entretiens), Meng (2022) a \u00e9tudi\u00e9 l'IL des joueurs chinois dans le jeu de d\u00e9duction sociale Dread Hunger. Les trois dimensions du mod\u00e8le de Bourgonjon (2014) de la litt\u00e9ratie en mati\u00e8re de jeux (c'est-\u00e0-dire op\u00e9rationnelle, critique et culturelle) seront utilis\u00e9es pour identifier la mani\u00e8re dont la litt\u00e9ratie en mati\u00e8re de jeux est entrelac\u00e9e avec la litt\u00e9ratie en mati\u00e8re de jeux. Par exemple, lors de la compilation et de l'analyse des indices qui indiquent si un joueur est le tra\u00eetre dans Dread Hunger, la ma\u00eetrise de l'IL et de la GL est n\u00e9cessaire dans les dimensions op\u00e9rationnelle et culturelle. D'autres exemples seront donn\u00e9s dans le document final.<\/p>\n\n\n\n<p><strong>R\u00e9f\u00e9rences<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Beutelspacher, L., &amp; Henkel, H. (2021). Information literacy in video games\u2019 affinity spaces: A case study on Dota 2. In S. Kurbano\u011flu, S., \u0160piranec, S., \u00dcnal, Y., Boustany, J., Kos, D. (Eds.), Information Literacy in a Post-Truth Era, The Seventh European Conference on Information Literacy, ECIL 2021, online, September 20-23, 2021: Revised Selected Papers. Communications in Computer and Information Science (CCIS) 1533. Cham: Springer International Publishing.<\/li>\n\n\n\n<li>Bourgonjon, J. (2014). Meaning and relevance of video game literacy. CLCWeb: Comparative Literature and Culture, 16(5), 8.<\/li>\n\n\n\n<li>Hayes, E. R., &amp; Gee, J. P. (2010). No selling the genie lamp: A game literacy practice in The Sims. E\u2013learning and digital media, 7(1), 67\u201378.<\/li>\n\n\n\n<li>Mackey, T. P., &amp; Jacobson, T. E. (2022). Metaliteracy in a connected world: Developing learners as producers. Chicago: Neal-Schuman.<\/li>\n\n\n\n<li>Meng, X. (2022). Investigating social deduction computer games\u2019 impact on players\u2019 information literacy, using Dread Hunger as an example. [Unpublished master\u2019s dissertation]. University of Sheffield.<\/li>\n\n\n\n<li>Nazari, M., &amp; Webber, S. (2012). Loss of faith in the origins of information literacy in e-environments: Proposal of a holistic approach. Journal of Librarianship and Information Science, 44(2), 97\u2013107.<\/li>\n\n\n\n<li>Squire, K. (2008). Video-game literacy: A literacy of expertise. In J. Coiro, M. Knobel, C. Lankshear, D. J. Leu. (Eds.), Handbook of research on new literacies. (pp.635\u2013670). London: Routledge.<\/li>\n\n\n\n<li>Wang, Y. (2022). Information behaviour in ban pick phase of League of Legends. [Unpublished master\u2019s dissertation]. University of Sheffield.<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-align-right\"><strong>Sheila Webber<\/strong><br><em>Universit\u00e9 de Sheffield, Angleterre, Royaume-Uni ;<\/em><\/p>","protected":false},"excerpt":{"rendered":"<p>The aim of this paper is to identify the relationship between game literacy (GL) and information literacy (IL), in order to provide cross-disciplinary insight as a foundation for future research. This will be done: Previous studies investigating video games and IL have tended to focus on the elements of IL used in gaming (e.g. Beutelspacher, [&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":[54,53,68],"class_list":["post-1585","post","type-post","status-publish","format-standard","hentry","category-ecil-2023","tag-ecil2023","tag-european-conference-on-information-literacy","tag-game-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 aim of this paper is to identify the relationship between game literacy (GL) and information literacy (IL), in order to provide cross-disciplinary insight as a foundation for future research. This will be done: Previous studies investigating video games and IL have tended to focus on the elements of IL used in gaming (e.g. Beutelspacher,\u2026","_links":{"self":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1585","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=1585"}],"version-history":[{"count":1,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1585\/revisions"}],"predecessor-version":[{"id":1586,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1585\/revisions\/1586"}],"wp:attachment":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/media?parent=1585"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/categories?post=1585"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/tags?post=1585"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}