{"id":1681,"date":"2023-10-11T17:12:00","date_gmt":"2023-10-11T17:12:00","guid":{"rendered":"https:\/\/inlitas.org\/?p=1681"},"modified":"2024-02-13T14:52:49","modified_gmt":"2024-02-13T14:52:49","slug":"maddie-is-online-embedding-creative-audio-visual-resources-to-the-teaching-of-information-literacy-in-an-elementary-school-in-greece","status":"publish","type":"post","link":"https:\/\/inlitas.org\/fr\/maddie-is-online-embedding-creative-audio-visual-resources-to-the-teaching-of-information-literacy-in-an-elementary-school-in-greece\/","title":{"rendered":"\"Maddie est en ligne\" : Int\u00e9grer des ressources audiovisuelles cr\u00e9atives \u00e0 l'enseignement de la ma\u00eetrise de l'information dans une \u00e9cole primaire en Gr\u00e8ce"},"content":{"rendered":"<p class=\"wp-block-paragraph\">Il est de plus en plus n\u00e9cessaire de concevoir des m\u00e9thodes d'enseignement cr\u00e9atives d\u00e8s le d\u00e9but du programme scolaire afin de doter les enfants de comp\u00e9tences en mati\u00e8re de ma\u00eetrise de l'information. Cela les pr\u00e9parera \u00e0 lutter contre la d\u00e9sinformation, afin qu'ils puissent \u00eatre en s\u00e9curit\u00e9, comprendre la valeur de l'engagement critique avec l'information en ligne et exprimer leurs points de vue tout en ouvrant le dialogue sur leurs exp\u00e9riences. Des recherches ant\u00e9rieures men\u00e9es au Royaume-Uni ont montr\u00e9 que les enfants n'ont pas les comp\u00e9tences critiques n\u00e9cessaires pour identifier les fausses informations et qu'ils sont moins susceptibles d'en parler \u00e0 leurs enseignants (National Literacy Trust, 2018, p. 4). La connexion en ligne se fait \u00e0 un \u00e2ge de plus en plus jeune, une \u00e9tude britannique estimant que la moiti\u00e9 des enfants \u00e2g\u00e9s de 8 \u00e0 12 ans ont cr\u00e9\u00e9 leur propre profil en ligne, tandis qu'un tiers d'entre eux indiquent une fausse date de naissance (Ofcom, 2022). Apr\u00e8s avoir interrog\u00e9 25 101 enfants, le projet EU Kids Online a mis en \u00e9vidence une augmentation significative du temps pass\u00e9 devant un \u00e9cran, qui avait presque doubl\u00e9 dans certains pays de l'UE (Smahel et al., 2020). Ce projet a permis aux jeunes d'acqu\u00e9rir des comp\u00e9tences en mati\u00e8re de ma\u00eetrise de l'information en ouvrant le dialogue sur le ph\u00e9nom\u00e8ne de la d\u00e9sinformation et de l'\u00e9thique de la connectivit\u00e9 en ligne. Nous avons suivi les principes de la Convention des Nations Unies sur les droits de l'enfant qui s'\u00e9tendent \u00e0 l'environnement en ligne o\u00f9 les technologies num\u00e9riques doivent \"adopter les principes de la vie priv\u00e9e, de la r\u00e9silience et de la r\u00e9duction des risques\" (Gouvernement \u00e9cossais, 2022) et o\u00f9 les programmes doivent int\u00e9grer les \"droits des enfants \u00e0 rechercher, recevoir et transmettre des informations\" (HCDH, 2021, p. 3). Le projet a pris la forme d'une collaboration entre le projet \u00e9ducatif \"Maddie is Online\" et la biblioth\u00e8que \u00e9l\u00e9mentaire Modiano de l'Anatolia College (une organisation priv\u00e9e \u00e0 but non lucratif en Gr\u00e8ce). Maddie est en ligne\" est un projet communautaire innovant, financ\u00e9 par le gouvernement \u00e9cossais et le Conseil \u00e9cossais des biblioth\u00e8ques et de l'information (Scottish Library and Information Council - SLIC). Il utilise la narration cr\u00e9ative, en mettant l'accent sur l'ouverture d'un dialogue autour des exp\u00e9riences de connectivit\u00e9 en ligne, \u00e0 l'aide d'histoires vid\u00e9o anim\u00e9es avec des voix off d'enfants, des plans de cours num\u00e9riques et des exercices de r\u00e9flexion. Nous avons int\u00e9gr\u00e9 les ressources de \"Maddie est en ligne\" dans le programme d'IL de la biblioth\u00e8que, destin\u00e9 aux \u00e9l\u00e8ves de cinqui\u00e8me ann\u00e9e (10 ans), avec un total de 90 \u00e9l\u00e8ves issus de trois classes. Les cours ont \u00e9t\u00e9 dispens\u00e9s par la biblioth\u00e9caire de l'\u00e9cole primaire en collaboration avec les enseignants. Nous avons recueilli des donn\u00e9es qualitatives aupr\u00e8s des \u00e9l\u00e8ves qui, apr\u00e8s avoir visionn\u00e9 les histoires vid\u00e9o et compl\u00e9t\u00e9 les exercices de la bo\u00eete \u00e0 outils, se sont engag\u00e9s dans une discussion en petits groupes, r\u00e9fl\u00e9chissant \u00e0 leurs propres exp\u00e9riences et explorant la mani\u00e8re dont ils rel\u00e8veraient les d\u00e9fis rencontr\u00e9s par Maddie. Cela a permis d'instaurer un dialogue et d'explorer les comp\u00e9tences en mati\u00e8re de recherche d'informations, d'\u00e9valuation et de jugement critique. Les \u00e9l\u00e8ves ont soumis des donn\u00e9es anonymes par le biais de quiz \u00e0 domicile sous forme de questions r\u00e9ponses qui ont permis de tester leur compr\u00e9hension. Nous avons explor\u00e9 les exp\u00e9riences d'apprentissage des \u00e9l\u00e8ves et leurs perceptions de la d\u00e9sinformation par le biais d'une enqu\u00eate en ligne, tandis que nous avons recueilli un retour d'information qualitatif sur les exp\u00e9riences v\u00e9cues par le personnel lors de la r\u00e9alisation des sessions.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>R\u00e9f\u00e9rences<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>National Literacy Trust. (2018). Fake news and critical literacy: The final report of the commission on fake news and the teaching of critical literacy in schools. Retrieved March 7, 2023 from https:\/\/cdn.literacytrust.org.uk\/media\/documents\/Fake_news_and_critical_literacy_-_final_report.pdf<\/li>\n\n\n\n<li>Ofcom. (2022). Children\u2019s online user ages. Retrieved from https:\/\/www.ofcom.org.uk\/__data\/assets\/pdf_file\/0015\/245004\/children-user-ages-chart-pack.pdf<\/li>\n\n\n\n<li>OHCHR. (2021). General comment No. 25 (2021) on children\u2019s rights in relation to the digital environment. Retrieved March 7, 2023 from https:\/\/www.ohchr.org\/en\/documents\/general-comments-and-recommendations\/general-comment-no-25-2021-childrens-rights-relation<\/li>\n\n\n\n<li>Scottish Government. (2022). Building trust in the digital era: achieving Scotland\u2019s aspirations as an ethical digital nation. Retrieved March 7, 2023 from https:\/\/www.gov.scot\/publications\/building-trust-digital-era-achieving-scotlands-aspirations-ethical-digital-nation\/pages\/2\/<\/li>\n\n\n\n<li>Smahel, D. Machackova, H., Mascheroni, G., Dedkova, L., Staksrud, E., \u00d3lafsson, K., Livingstone , S. &amp; Hasebrin Smahel, U. D. et al. (2020). EU kids online 2020-international report. Retrieved March 7, 2023 from https:\/\/www.eukidsonline.ch\/files\/Eu-kids-online-2020-international-report.pdf<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-align-right wp-block-paragraph\"><strong>Konstantina Martzoukou<sup>1<\/sup>,&nbsp;Evi Tramantza<sup>2<\/sup><\/strong><br><em><sup>1<\/sup>Universit\u00e9 Robert Gordon, Aberdeen, \u00c9cosse, Royaume-Uni ;&nbsp;<sup>2<\/sup>Coll\u00e8ge d'Anatolie, Thessalonique, Gr\u00e8ce<\/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-Maddie-is-Online-Presentation-Dina-Martz.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Contenu embarqu\u00e9 2023_ECIL - Maddie is Online Presentation - Dina Martz.\"><\/object><a id=\"wp-block-file--media-bb65df1c-d1bc-4038-859b-668e9a210666\" href=\"https:\/\/inlitas.org\/wp-content\/uploads\/2023\/12\/2023_ECIL-Maddie-is-Online-Presentation-Dina-Martz.pdf\">2023_ECIL - Pr\u00e9sentation de Maddie en ligne - Dina Martz<\/a><\/div>","protected":false},"excerpt":{"rendered":"<p>There is a growing need to design creative teaching methods early in the school curriculum to empower children with information literacy (IL) skills. This will prepare them for battling mis\/disinformation, so that they can be safe, understand the value of critical engagement with online information, and express their perspectives while opening dialogue about their experiences. [&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":[54,53,17],"class_list":["post-1681","post","type-post","status-publish","format-standard","hentry","category-ecil-2023","tag-ecil2023","tag-european-conference-on-information-literacy","tag-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":"There is a growing need to design creative teaching methods early in the school curriculum to empower children with information literacy (IL) skills. This will prepare them for battling mis\/disinformation, so that they can be safe, understand the value of critical engagement with online information, and express their perspectives while opening dialogue about their experiences.\u2026","_links":{"self":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1681","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=1681"}],"version-history":[{"count":2,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1681\/revisions"}],"predecessor-version":[{"id":1825,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1681\/revisions\/1825"}],"wp:attachment":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/media?parent=1681"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/categories?post=1681"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/tags?post=1681"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}