Les outils d'intelligence artificielle g\u00e9n\u00e9rative tels que ChatGPT transforment la mani\u00e8re dont les gens interagissent avec l'information, avec des implications significatives pour la ma\u00eetrise de l'information. L'utilisation de ChatGPT et d'outils similaires pour la recherche d'informations remet en question de nombreuses id\u00e9es fondamentales de la ma\u00eetrise de l'information, car ces outils g\u00e9n\u00e8rent souvent des aper\u00e7us de sujets tout \u00e0 fait ad\u00e9quats, tout en ne revendiquant aucun droit d'auteur ni aucune autorit\u00e9 autre que celle d'avoir \u00e9t\u00e9 form\u00e9s sur un \u00e9norme corpus de textes.<\/p>\n\n\n\n
Si cette perturbation est unique, elle n'est pas sans pr\u00e9c\u00e9dent. Il y a vingt-cinq ans, les moteurs de recherche web g\u00e9n\u00e9ralistes ont brouill\u00e9 les formats et les auteurs sur le web, qui lui-m\u00eame venait juste d'atteindre une masse critique lui permettant de devenir un point de d\u00e9part int\u00e9ressant pour les besoins d'information g\u00e9n\u00e9rale. Quelques ann\u00e9es plus tard, Wikip\u00e9dia remettait explicitement en question les notions traditionnelles d'expertise. La fa\u00e7on dont les biblioth\u00e9caires et les autres personnes int\u00e9ress\u00e9es par la ma\u00eetrise de l'information ont r\u00e9agi \u00e0 ces outils, \u00e0 la fois en termes de r\u00e9flexion, de discussion et d'enseignement de la ma\u00eetrise de l'information, peut nous aider \u00e0 anticiper et \u00e0 comprendre nos r\u00e9actions face \u00e0 l'utilisation de l'IA aujourd'hui.<\/p>\n\n\n\n
Dans cet article, je passe en revue la litt\u00e9rature scientifique et commerciale historique, ainsi que des sources moins formelles telles que les m\u00e9dias sociaux et les listes de diffusion par courrier \u00e9lectronique, pour y trouver des discussions sur Wikip\u00e9dia, Google et les moteurs de recherche dominants ant\u00e9rieurs en tant que nouveaux outils ayant un impact sur la ma\u00eetrise de l'information, \u00e0 la recherche de th\u00e8mes et d'approches susceptibles d'\u00e9clairer notre r\u00e9ponse \u00e0 ChatGPT et \u00e0 d'autres outils similaires.<\/p>\n\n\n\n
D'une mani\u00e8re g\u00e9n\u00e9rale, les premi\u00e8res analyses font appara\u00eetre trois grandes cat\u00e9gories de r\u00e9ponses :<\/p>\n\n\n\n
J'examine les forces et les faiblesses de ces trois r\u00e9ponses, en tenant compte \u00e0 la fois des avantages du recul et des implications pour la mani\u00e8re dont nous abordons l'intelligence artificielle et d'autres outils perturbateurs \u00e0 l'avenir.<\/p>\n\n\n\n
David A. Hurley<\/strong> Generative artificial intelligence tools such as ChatGPT are transforming how people interact with information, with significant implications for information literacy. Using ChatGPT and similar tools as information retrieval challenges many core ideas of information literacy, as it generates often quite adequate topic overviews, while claiming neither copyright nor any authority other than having been trained […]<\/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-1646","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":"Generative artificial intelligence tools such as ChatGPT are transforming how people interact with information, with significant implications for information literacy. Using ChatGPT and similar tools as information retrieval challenges many core ideas of information literacy, as it generates often quite adequate topic overviews, while claiming neither copyright nor any authority other than having been trained\u2026","_links":{"self":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1646","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=1646"}],"version-history":[{"count":1,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1646\/revisions"}],"predecessor-version":[{"id":1647,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1646\/revisions\/1647"}],"wp:attachment":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/media?parent=1646"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/categories?post=1646"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/tags?post=1646"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Universit\u00e9 du Nouveau Mexique, Albuquerque, Nouveau Mexique, \u00c9tats-Unis<\/em><\/p>","protected":false},"excerpt":{"rendered":"