{"id":1634,"date":"2023-10-12T14:55:00","date_gmt":"2023-10-12T14:55:00","guid":{"rendered":"https:\/\/inlitas.org\/?p=1634"},"modified":"2024-02-13T14:49:40","modified_gmt":"2024-02-13T14:49:40","slug":"challenges-to-information-literacy-online-learning-in-higher-education-libraries-archives-and-museums-digital-strategic-convergence","status":"publish","type":"post","link":"https:\/\/inlitas.org\/fr\/challenges-to-information-literacy-online-learning-in-higher-education-libraries-archives-and-museums-digital-strategic-convergence\/","title":{"rendered":"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"},"content":{"rendered":"<p>Discuter de l'impact de la pand\u00e9mie de COVID19 requiert une pens\u00e9e critique et r\u00e9flexive. Une approche consiste \u00e0 introduire l'id\u00e9e de maturit\u00e9 num\u00e9rique (Dwivedi et al, 2020). Cela implique qu'une strat\u00e9gie doit \u00eatre \u00e9labor\u00e9e de mani\u00e8re \u00e0 faire face \u00e0 la complexit\u00e9 et \u00e0 une pens\u00e9e hybride. Cette approche pourrait nous permettre de cr\u00e9er l'avenir num\u00e9rique des institutions culturelles (Levi et al, 2019). Notre article vise \u00e0 synth\u00e9tiser les recherches et les d\u00e9bats internationaux autour de l'impact de la transition num\u00e9rique sous deux aspects :<\/p>\n\n\n\n<p>\u2022 dans les comp\u00e9tences, les strat\u00e9gies et les pratiques de la ma\u00eetrise de l'information dans le domaine de la convergence num\u00e9rique des biblioth\u00e8ques, des archives et des mus\u00e9es ; et<\/p>\n\n\n\n<p>\u2022 dans les formes de meilleures pratiques et d'innovation dans l'enseignement de la biblioth\u00e9conomie et des sciences de l'information (LIS) en pr\u00e9sentant les formats \u00e9pist\u00e9mologiques et p\u00e9dagogiques d\u00e9velopp\u00e9s dans de nouvelles lignes d'action collaboratives.<\/p>\n\n\n\n<p>Les diff\u00e9rentes parties prenantes connaissent encore mal les changements n\u00e9cessaires pour d\u00e9velopper et mettre \u00e0 jour les comp\u00e9tences en mati\u00e8re de ma\u00eetrise de l'information des professionnels employ\u00e9s ou \u00e0 la recherche d'un emploi sur les march\u00e9s \u00e9mergents dans le secteur culturel. Il appartient aux universit\u00e9s de promouvoir l'\u00e9mergence de cours adapt\u00e9s \u00e0 l'introduction des comp\u00e9tences num\u00e9riques n\u00e9cessaires \u00e0 la red\u00e9finition des fronti\u00e8res disciplinaires. Pour r\u00e9pondre \u00e0 ces besoins, le Consortium de la r\u00e9gion de Lisbonne du Projet Universit\u00e9s Portugal - Connecting Knowledge, l'Open University et l'Universidade Nova de Lisboa ont structur\u00e9, en 2022\/23, deux types diff\u00e9rents de cours de LLL<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>\"Cours de sp\u00e9cialisation en culture et communication num\u00e9rique dans les archives, les biblioth\u00e8ques et les mus\u00e9es (3 mois) ; et<\/li>\n\n\n\n<li>\"Dipl\u00f4me de troisi\u00e8me cycle en gestion de l'information num\u00e9rique pour les biblioth\u00e8ques, les archives et les mus\u00e9es\" (2 semestres).<\/li>\n<\/ul>\n\n\n\n<p>Les cours ont adopt\u00e9 les avantages de l'apprentissage \u00e0 distance et en ligne sur la base des piliers m\u00e9thodologiques et des r\u00e9sultats du mod\u00e8le p\u00e9dagogique virtuel (VPM) de l'Universit\u00e9 ouverte (Mendes et al, 2018). Ainsi, les cours ont incorpor\u00e9 l'apprentissage centr\u00e9 sur l'\u00e9tudiant, suivant la construction de l'Espace europ\u00e9en de l'enseignement sup\u00e9rieur (processus de Bologne) ; la primaut\u00e9 de la flexibilit\u00e9, permettant \u00e0 l'\u00e9tudiant de r\u00e9aliser son apprentissage ; la primaut\u00e9 de l'interaction, l'\u00e9tudiant n'\u00e9tant pas consid\u00e9r\u00e9 comme un simple r\u00e9cepteur de contenu, mais comme un \u00e9l\u00e9ment actif d'un r\u00e9seau collaboratif d'apprentissage, o\u00f9 la ma\u00eetrise de l'information est le r\u00e9sultat ; et le principe de la ma\u00eetrise du num\u00e9rique comme facteur d'inclusion sociale.<\/p>\n\n\n\n<p>Cette exp\u00e9rience de coop\u00e9ration dans l'enseignement sup\u00e9rieur, en particulier dans le domaine scientifique des sciences de l'information et de la communication, repr\u00e9sente une orientation strat\u00e9gique sur le lien entre la gestion des connaissances et la ma\u00eetrise de l'information et du num\u00e9rique au Portugal.<\/p>\n\n\n\n<p><strong>R\u00e9f\u00e9rences<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Dwivedi, Y. K., Hughes, D. L., Coombs, C., Constantiou, I., Duan, Y., Edwards, J. S., &amp; Upadhyay, N. (2020). Impact of COVID-19 pandemic on information management research and practice: Transforming education, work and life. International Journal of Information Management, 55, 10221. https:\/\/doi.org\/10.1016\/j.ijinfomgt.2020.102211<\/li>\n\n\n\n<li>Levi, H., Wally, S., Lenh, D., &amp; Cooke, S. (2019). The Routledge international handbook of new digital practices in galleries, libraries, archives, museums and heritage sites. London: Routledge.<\/li>\n\n\n\n<li>Mendes, A., Bastos, G., Amante, L., Aires, L., &amp; Cardoso, T. (2018). Modelo pedag\u00f3gico virtual. Cen\u00e1rios de desenvolvimento. Lisboa: Universidade Aberta. Retrieved from https:\/\/portal.uab.pt\/wp-content\/uploads\/2019\/09\/MPV_01.pdf<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-align-right\"><strong>Ana Novo<sup>1<\/sup>, Paula Och\u00f4a<sup>2<\/sup><\/strong><br><em><sup>1<\/sup>Universidade Aberta (Universit\u00e9 ouverte), Lisbonne, Portugal ;\u00a0<sup>2<\/sup>Universit\u00e9 Nova - FCSH, Lisbonne, Portugal<\/em><\/p>","protected":false},"excerpt":{"rendered":"<p>Discussing the impacts of COVID19 pandemic requires both critical and reflective thinking. One approach is to introduce the idea of digital maturity (Dwivedi et al, 2020). This implies that a strategy must be developed in such a way to deal with complexity and a hybrid thinking. This approach might enable us to create the digital [&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-1634","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":"Discussing the impacts of COVID19 pandemic requires both critical and reflective thinking. One approach is to introduce the idea of digital maturity (Dwivedi et al, 2020). This implies that a strategy must be developed in such a way to deal with complexity and a hybrid thinking. This approach might enable us to create the digital\u2026","_links":{"self":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1634","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=1634"}],"version-history":[{"count":1,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1634\/revisions"}],"predecessor-version":[{"id":1635,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1634\/revisions\/1635"}],"wp:attachment":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/media?parent=1634"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/categories?post=1634"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/tags?post=1634"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}