{"id":1594,"date":"2023-10-17T11:32:00","date_gmt":"2023-10-17T11:32:00","guid":{"rendered":"https:\/\/inlitas.org\/?p=1594"},"modified":"2024-02-13T14:42:48","modified_gmt":"2024-02-13T14:42:48","slug":"information-and-digital-literacy-for-primary-education-diagnosis-of-needs-and-challenges","status":"publish","type":"post","link":"https:\/\/inlitas.org\/fr\/information-and-digital-literacy-for-primary-education-diagnosis-of-needs-and-challenges\/","title":{"rendered":"Ma\u00eetrise de l'information et du num\u00e9rique dans l'enseignement primaire. Diagnostic des besoins et des d\u00e9fis"},"content":{"rendered":"<p>Les cons\u00e9quences de la crise g\u00e9n\u00e9r\u00e9e par la pand\u00e9mie de Covid-19, et la dangereuse infod\u00e9mie qui a \u00e9merg\u00e9 en parall\u00e8le, ont rendu encore plus \u00e9vidente l'importance de favoriser la ma\u00eetrise de l'information. La ma\u00eetrise de l'information est fondamentale \u00e0 tout \u00e2ge pour nous permettre de participer \u00e0 la soci\u00e9t\u00e9 contemporaine, et constitue donc sp\u00e9cifiquement une comp\u00e9tence cl\u00e9 \u00e0 d\u00e9velopper d\u00e8s la petite enfance (Baji, Bigdeli, Parsa, &amp; Haeusler, 2018 ; Batool, &amp; Webber, 2019 ; Chu, Tse, &amp; Chow, 2011 ; Gardner, Goldstein, Pavey, &amp; Secker, 2020).<\/p>\n\n\n\n<p>Dans certains pays, au niveau de l'enseignement primaire, la n\u00e9cessit\u00e9 socio-\u00e9ducative de promouvoir la ma\u00eetrise de l'information a obtenu une r\u00e9ponse institutionnelle avec l'inclusion de l'information et de la comp\u00e9tence num\u00e9rique dans le programme scolaire et dans la l\u00e9gislation en vigueur. Mais en r\u00e9alit\u00e9, il n'existe pas d'approche \u00e9ducative solide, pas de conception actualis\u00e9e et transf\u00e9rable des programmes scolaires, pas de soutien substantiel \u00e0 la biblioth\u00e8que scolaire, et les r\u00e9sultats du programme PISA (2018) et de r\u00e9centes recherches universitaires (Mart\u00ednez-Pi\u00f1eiro, Gewerc, &amp; Rodr\u00edguez-Groba, 2019) concernant la ma\u00eetrise de l'information des \u00e9l\u00e8ves de l'\u00e9cole primaire r\u00e9v\u00e8lent d'\u00e9normes lacunes qu'il est urgent de combler.<\/p>\n\n\n\n<p>L'objectif de ce panel est de d\u00e9crire les r\u00e9sultats pr\u00e9liminaires de la recherche men\u00e9e dans le cadre du projet europ\u00e9en BRIDGE (\"Information and Digital Literacy at School. Un pont pour soutenir la pens\u00e9e critique et les valeurs d'\u00e9galit\u00e9 dans l'enseignement primaire \u00e0 l'aide de la litt\u00e9rature enfantine et du multim\u00e9dia\"). La l\u00e9gislation actuelle, les programmes scolaires et les pratiques de promotion de la ma\u00eetrise de l'information et de la culture num\u00e9rique dans les six pays participant au projet (Espagne, Turquie, Italie, Finlande, Gr\u00e8ce et Royaume-Uni) ont \u00e9t\u00e9 examin\u00e9s et accompagn\u00e9s des r\u00e9sultats d'une enqu\u00eate par questionnaire destin\u00e9e aux enseignants et aux biblioth\u00e9caires travaillant avec des enfants \u00e2g\u00e9s de 8 \u00e0 11 ans. Le questionnaire portait sur la mani\u00e8re dont les enseignants du primaire et les biblioth\u00e9caires scolaires aident leurs \u00e9l\u00e8ves \u00e0 d\u00e9velopper la ma\u00eetrise de l'information, la culture num\u00e9rique, l'esprit critique et les valeurs d'\u00e9galit\u00e9 dans le cadre de leurs pratiques d'enseignement. Il comprenait \u00e9galement des questions ouvertes visant \u00e0 recueillir des informations sur les d\u00e9fis qu'ils rencontrent, ainsi que leurs suggestions en mati\u00e8re de mat\u00e9riel et de meilleures pratiques. Le panel pr\u00e9sentera les principaux r\u00e9sultats obtenus dans les six pays du projet afin d'identifier et de refl\u00e9ter les besoins et les d\u00e9fis communs et ceux qui sont sp\u00e9cifiques \u00e0 chaque pays.<\/p>\n\n\n\n<p><strong>R\u00e9f\u00e9rences<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Baji, F., Bigdeli, Z., Parsa, A., &amp; Haeusler, C. (2018). Developing information literacy skills of the 6th grade students using the Big 6 model. Malaysian Journal of Library &amp; Information Science, 23(1), 1\u201315.<\/li>\n\n\n\n<li>Batool, S. H., &amp; Webber, S. (2019). Mapping the state of information literacy education in primary schools: The case of Pakistan. Library and Information Science Research, 41, 123\u2013131.<\/li>\n\n\n\n<li>Chu, S. K. W., Tse, S. K., &amp; Chow, K. (2011). Using collaborative teaching and inquiry project-based learning to help primary school students develop information literacy and information skills. Library &amp; Information Science Research, 33, 132\u2013143.<\/li>\n\n\n\n<li>Gardner, G., Goldstein, S., Pavey, S., &amp; Secker, J. (2020). Information Literacy for Education. A call for expressions of interest. Retrieved January 3, 2021 from https:\/\/www.informall.org.uk\/news\/il-school-education\/<\/li>\n\n\n\n<li>Mart\u00ednez-Pi\u00f1eiro, E., Gewerc, A., &amp; Rodr\u00edguez-Groba, A. (2019). Nivel de competencia digital del alumnado de educaci\u00f3n primaria en Galicia. La influencia sociofamiliar. Revista de Educaci\u00f3n a Distancia, 19(61). https:\/\/doi.org\/10.6018\/red\/61\/01<\/li>\n\n\n\n<li>PISA. Programme for International Student Assessment (2018). PISA 2018 results. Retrieved from https:\/\/www.oecd.org\/pisa\/publications\/pisa-2018-results.htm<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-align-right\"><strong>Dora Sales<sup>1<\/sup>, Petros Kostagiolas<sup>3<\/sup>,\u00a0Konstantina Martzoukou<sup>3<\/sup>,\u00a0St\u00e9phane Goldstein<sup>4<\/sup>,\u00a0Sarah Pavey<sup>5<\/sup>,\u00a0Noora Hirvonen<sup>6<\/sup>,\u00a0Murat Saran<sup>7<\/sup>,\u00a0\u0130pek \u015eencan<sup>2<\/sup><\/strong><br><em><sup>1<\/sup>Universitat Jaume I, Castell\u00f3n, Espagne ;\u00a0<sup>2<\/sup>Universit\u00e9 de \u00c7ankaya, Ankara, Turquie ;\u00a0<sup>3<\/sup>Universit\u00e9 ionienne, Corfou, Gr\u00e8ce ;\u00a0<sup>4<\/sup>InformAll CIC, Londres, Royaume-Uni ;\u00a0<sup>5<\/sup>SP4IL, London, UK;\u00a0<sup>6<\/sup>Universit\u00e9 d'Oulu, Finlande ;\u00a0<sup>7<\/sup>Universit\u00e9 de \u00c7ankaya, Ankara, Turquie ;<\/em><\/p>","protected":false},"excerpt":{"rendered":"<p>The aftermath of the crisis generated by the Covid-19 pandemic, and the dangerous infodemic that has emerged in parallel, has made the importance of fostering information literacy even more evident. Information literacy is fundamental in all ages to enable us to participate in contemporary society, and is therefore specifically a key competence to be developed [&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],"class_list":["post-1594","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":"The aftermath of the crisis generated by the Covid-19 pandemic, and the dangerous infodemic that has emerged in parallel, has made the importance of fostering information literacy even more evident. Information literacy is fundamental in all ages to enable us to participate in contemporary society, and is therefore specifically a key competence to be developed\u2026","_links":{"self":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1594","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=1594"}],"version-history":[{"count":1,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1594\/revisions"}],"predecessor-version":[{"id":1595,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1594\/revisions\/1595"}],"wp:attachment":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/media?parent=1594"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/categories?post=1594"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/tags?post=1594"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}