{"id":1672,"date":"2023-10-10T16:44:00","date_gmt":"2023-10-10T16:44:00","guid":{"rendered":"https:\/\/inlitas.org\/?p=1672"},"modified":"2024-02-13T14:52:31","modified_gmt":"2024-02-13T14:52:31","slug":"teaching-instructors-to-develop-transparent-and-equitable-assignments-a-workshop","status":"publish","type":"post","link":"https:\/\/inlitas.org\/fr\/teaching-instructors-to-develop-transparent-and-equitable-assignments-a-workshop\/","title":{"rendered":"Apprendre aux instructeurs \u00e0 d\u00e9velopper des missions transparentes et \u00e9quitables : Un atelier"},"content":{"rendered":"<p>Les travaux de recherche, qui demandent aux \u00e9tudiants de formuler un argument ou de d\u00e9velopper une question sur un sujet et d'utiliser des sources d'information pour \u00e9tayer leur argument ou r\u00e9pondre \u00e0 leur question, sont courants dans toutes les disciplines de l'enseignement sup\u00e9rieur et exigent souvent des \u00e9tudiants qu'ils d\u00e9montrent qu'ils ont acquis des comp\u00e9tences en mati\u00e8re de ma\u00eetrise de l'information. Cependant, les enseignants prennent souvent pour acquis que les \u00e9tudiants ont d\u00e9velopp\u00e9 leur ma\u00eetrise de l'information pour r\u00e9pondre aux attentes en mati\u00e8re de performance ou se sentent contraints d'enseigner des comp\u00e9tences acad\u00e9miques de base telles que la ma\u00eetrise de l'information au d\u00e9triment du contenu disciplinaire. De ce fait, les modes de pens\u00e9e et de connaissance li\u00e9s \u00e0 la ma\u00eetrise de l'information peuvent constituer un programme cach\u00e9 pour certains \u00e9tudiants, ce qui se traduit par des notes plus basses, de la frustration et une baisse de motivation. Dans cet atelier, nous montrerons comment une \u00e9quipe de biblioth\u00e9caires et de r\u00e9dacteurs a utilis\u00e9 l'approche Transparency in Learning and Teaching (TILT) pour aider les enseignants \u00e0 d\u00e9velopper des devoirs de recherche plus transparents et plus \u00e9quitables. L'approche TILT exige des enseignants qu'ils r\u00e9fl\u00e9chissent soigneusement \u00e0 l'objectif de tout travail de recherche, qu'ils identifient les types de t\u00e2ches li\u00e9es \u00e0 la ma\u00eetrise de l'information que les \u00e9tudiants devront accomplir pour r\u00e9ussir, et qu'ils articulent intentionnellement les crit\u00e8res selon lesquels le travail de l'\u00e9tudiant sera \u00e9valu\u00e9. La recherche a indiqu\u00e9 que l'utilisation du TILT a des r\u00e9sultats positifs sur la confiance en soi des \u00e9tudiants, le sentiment d'appartenance et la conscience de la ma\u00eetrise des comp\u00e9tences (Winkelmes et al., 2016).<\/p>\n\n\n\n<p><strong>R\u00e9sultats p\u00e9dagogiques<\/strong><\/p>\n\n\n\n<p>Apr\u00e8s avoir particip\u00e9 \u00e0 cet atelier, les participants seront en mesure de :<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>D\u00e9crire l'importance de la transparence et de l'\u00e9quit\u00e9 dans la conception des missions de recherche ;<\/li>\n\n\n\n<li>Appliquer l'approche TILT (Transparency in Learning &amp; Teaching) aux travaux de recherche, aux documents \u00e0 distribuer et \u00e0 d'autres supports p\u00e9dagogiques ;<\/li>\n\n\n\n<li>R\u00e9fl\u00e9chissez \u00e0 la mani\u00e8re d'appliquer le TILT lorsque vous travaillez avec des instructeurs.<\/li>\n<\/ul>\n\n\n\n<p><strong>Sujets \u00e0 couvrir<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Introduction au foss\u00e9 entre chercheurs experts et novices, implications pour l'apprentissage des \u00e9tudiants et r\u00f4le du biblioth\u00e9caire ;<\/li>\n\n\n\n<li>Pr\u00e9sentation du TILT, en insistant sur la mani\u00e8re dont la recherche a prouv\u00e9 qu'il s'agissait d'un outil ax\u00e9 sur l'\u00e9quit\u00e9 ;<\/li>\n\n\n\n<li>Les participants sont encourag\u00e9s \u00e0 apporter leurs appareils \u00e9lectroniques, mais des copies papier des documents de l'atelier seront disponibles.<\/li>\n<\/ul>\n\n\n\n<p><strong>Public cible<\/strong><\/p>\n\n\n\n<p>Tout biblioth\u00e9caire qui travaille avec des professeurs\/instructeurs, en particulier dans un coll\u00e8ge ou une universit\u00e9.<\/p>\n\n\n\n<p><strong>R\u00e9f\u00e9rences<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Winkelmes, M. A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., &amp; Weavil, K. H. (2016). A teaching intervention that increases underserved college students\u2019 success. Peer Review, 31\u201336.<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-align-right\"><strong>Hanna Primeau,&nbsp;Katie Blocksidge,&nbsp;Amanda L. Folk,&nbsp;Jane Hammons<\/strong><br><em>Universit\u00e9 de l'\u00c9tat de l'Ohio, Columbus, \u00c9tats-Unis<\/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-TILT_ECIL-2023_final-Amanda-Folk.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Contenu embarqu\u00e9 2023_ECIL - TILT_ECIL 2023_final - Amanda Folk.\"><\/object><a id=\"wp-block-file--media-73b09361-3500-4128-956b-57eb1c19e45f\" href=\"https:\/\/inlitas.org\/wp-content\/uploads\/2023\/12\/2023_ECIL-TILT_ECIL-2023_final-Amanda-Folk.pdf\">2023_ECIL &#8211; TILT_ECIL 2023_final &#8211; Amanda Folk<\/a><\/div>","protected":false},"excerpt":{"rendered":"<p>Research assignments, which are assignments that require students to form an argument or develop a question about a topic and use information sources to support their argument or to answer their question, are common across disciplines in tertiary education and often require students to demonstrate their information literacy development. However, instructors often take for granted [&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":[56,54,53],"class_list":["post-1672","post","type-post","status-publish","format-standard","hentry","category-ecil-2023","tag-assignments","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":"Research assignments, which are assignments that require students to form an argument or develop a question about a topic and use information sources to support their argument or to answer their question, are common across disciplines in tertiary education and often require students to demonstrate their information literacy development. However, instructors often take for granted\u2026","_links":{"self":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1672","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=1672"}],"version-history":[{"count":2,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1672\/revisions"}],"predecessor-version":[{"id":1868,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1672\/revisions\/1868"}],"wp:attachment":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/media?parent=1672"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/categories?post=1672"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/tags?post=1672"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}