{"id":1707,"date":"2023-10-13T17:54:00","date_gmt":"2023-10-13T17:54:00","guid":{"rendered":"https:\/\/inlitas.org\/?p=1707"},"modified":"2024-02-13T14:44:50","modified_gmt":"2024-02-13T14:44:50","slug":"taking-digital-literacy-further-through-sharing-and-reuse","status":"publish","type":"post","link":"https:\/\/inlitas.org\/fr\/taking-digital-literacy-further-through-sharing-and-reuse\/","title":{"rendered":"Faire progresser la litt\u00e9ratie num\u00e9rique gr\u00e2ce au partage et \u00e0 la r\u00e9utilisation"},"content":{"rendered":"<p>Dans de nombreux cadres, les comp\u00e9tences en mati\u00e8re de ma\u00eetrise de l'information sont consid\u00e9r\u00e9es comme faisant partie d'un ensemble de comp\u00e9tences beaucoup plus large : les comp\u00e9tences num\u00e9riques. Bien que la ma\u00eetrise de l'information comprenne \u00e9galement des comp\u00e9tences non num\u00e9riques, il est \u00e9vident que la comp\u00e9tence num\u00e9rique est un \u00e9l\u00e9ment important de l'\u00e9tudiant ma\u00eetrisant l'information (Leaning, 2019).<\/p>\n\n\n\n<p>Par cons\u00e9quent, dans de nombreux \u00e9tablissements d'enseignement aux Pays-Bas, l'enseignement des comp\u00e9tences s'est \u00e9largi pour inclure les comp\u00e9tences num\u00e9riques. \u00c0 la suite d'un projet ant\u00e9rieur de partage de mat\u00e9riel p\u00e9dagogique sur l'IL, le groupe de travail n\u00e9erlandais sur l'IL a pris l'initiative de partager \u00e0 l'\u00e9chelle nationale du mat\u00e9riel p\u00e9dagogique sur les comp\u00e9tences num\u00e9riques via le portail de recherche national n\u00e9erlandais Edusources.<\/p>\n\n\n\n<p>Pour obtenir un soutien optimal, le groupe de travail sur l'IL a cherch\u00e9 \u00e0 coop\u00e9rer avec six autres groupes de travail nationaux sur les biblioth\u00e8ques. C'est ce qui rend le projet unique.<\/p>\n\n\n\n<p>Cette coop\u00e9ration permet d'\u00e9viter que de nombreuses parties fassent la m\u00eame chose par le biais de diff\u00e9rentes plateformes. La coop\u00e9ration est \u00e9galement importante pour d\u00e9finir un champ d'application commun qui s'est traduit par une taxonomie des comp\u00e9tences num\u00e9riques. Comme base de cette taxonomie, tous les principaux cadres de comp\u00e9tences num\u00e9riques, tels que le cadre DQ et Digcomp 2.2 (DQ Institute, 2019 ; Vuorikari, Kluzer, &amp; Punie, 2022) ont \u00e9t\u00e9 compar\u00e9s et analys\u00e9s. Sur cette base, une premi\u00e8re version a \u00e9t\u00e9 \u00e9labor\u00e9e, qui est devenue d\u00e9finitive apr\u00e8s avoir int\u00e9gr\u00e9 les commentaires d'un large \u00e9ventail de groupes de travail et de parties prenantes concern\u00e9s. Cette taxonomie aura sa place dans le portail de recherche edusources afin d'augmenter la facilit\u00e9 de recherche et donc de promouvoir la r\u00e9utilisation.<\/p>\n\n\n\n<p>Au cours de cette pr\u00e9sentation, nous aborderons bri\u00e8vement la relation entre la ma\u00eetrise de l'information et la culture num\u00e9rique et vous aurez une id\u00e9e des diff\u00e9rentes facettes du partage (DS) des ressources \u00e9ducatives.<\/p>\n\n\n\n<p><strong>R\u00e9f\u00e9rences<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>DQ Institute. (2019). DQ (Digital Intelligence) Global Standard on Digital Literacy, Digital Skills and Digital Readiness. DQ Institute, Global. Retrieved from https:\/\/www.dqinstitute.org\/global-standards\/<\/li>\n\n\n\n<li>Leaning, M. (2019). An approach to digital literacy through the integration of media and information literacy. Media and Communication, 7(2), 4\u201313.<\/li>\n\n\n\n<li>Vuorikari, R., Kluzer, S., &amp; Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens &#8211; With new examples of knowledge, skills and attitudes (EUR 31006 EN, JRC128415). Luxembourg: Publications Office of the European Union. https:\/\/doi.org\/10.2760\/115376<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-align-right\"><strong>Harrie van der Meer<sup>1<\/sup>, Puck Wildschut<sup>2<\/sup>,\u00a0Monique Schoutsen<sup>3<\/sup><\/strong><br><em><sup>1<\/sup>Universit\u00e9 d'Amsterdam \/ Universit\u00e9 des sciences appliqu\u00e9es d'Amsterdam, Pays-Bas ;\u00a0<sup>2<\/sup>Universit\u00e9 de Tilburg, Pays-Bas ;\u00a0<sup>3<\/sup>Universit\u00e9 Radboud, Pays-Bas<\/em><\/p>","protected":false},"excerpt":{"rendered":"<p>In many frameworks, information literacy skills are seen as part of a much broader set of skills: digital skills. Although information literacy also includes non-digital skills, it is evident that digital competence is an important part of the information literate student (Leaning, 2019). Consequently, in many educational institutions in the Netherlands, skills education has now [&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-1707","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":"In many frameworks, information literacy skills are seen as part of a much broader set of skills: digital skills. Although information literacy also includes non-digital skills, it is evident that digital competence is an important part of the information literate student (Leaning, 2019). Consequently, in many educational institutions in the Netherlands, skills education has now\u2026","_links":{"self":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1707","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=1707"}],"version-history":[{"count":1,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1707\/revisions"}],"predecessor-version":[{"id":1709,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1707\/revisions\/1709"}],"wp:attachment":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/media?parent=1707"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/categories?post=1707"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/tags?post=1707"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}