{"id":1716,"date":"2023-10-13T18:06:00","date_gmt":"2023-10-13T18:06:00","guid":{"rendered":"https:\/\/inlitas.org\/?p=1716"},"modified":"2024-02-13T14:41:28","modified_gmt":"2024-02-13T14:41:28","slug":"the-impact-of-covid-19-on-students-academic-reading-format-attitudes-and-behaviors","status":"publish","type":"post","link":"https:\/\/inlitas.org\/fr\/the-impact-of-covid-19-on-students-academic-reading-format-attitudes-and-behaviors\/","title":{"rendered":"L'impact du COVID-19 sur les attitudes et les comportements des \u00e9l\u00e8ves en mati\u00e8re de lecture acad\u00e9mique"},"content":{"rendered":"<p class=\"wp-block-paragraph\">Au cours des vingt derni\u00e8res ann\u00e9es, des \u00e9tudes ont montr\u00e9 que la plupart des \u00e9tudiants universitaires pr\u00e9f\u00e9raient lire leurs textes acad\u00e9miques en format imprim\u00e9 plut\u00f4t qu'en format \u00e9lectronique (par exemple, Dilevko et Gottlieb, 2002 ; Liu, 2006 ; Li et.al., 2011 ; Mizrachi et al., 2021). Mais lorsque la pand\u00e9mie de COVID-19 a frapp\u00e9 en 2020, les institutions du monde entier ont \u00e9t\u00e9 contraintes de fermer leurs campus et de passer \u00e0 l'apprentissage \u00e0 distance. Les biblioth\u00e8ques ont ferm\u00e9 leurs portes au public et r\u00e9duit consid\u00e9rablement leurs services. Soudain, les \u00e9tudiants n'ont plus eu le choix du format de lecture et ont d\u00fb utiliser le format \u00e9lectronique. Cette \u00e9tude s'est int\u00e9ress\u00e9e \u00e0 la mani\u00e8re dont les restrictions du COVID ont affect\u00e9 les attitudes et les comportements des \u00e9tudiants en mati\u00e8re de format de lecture. Nous avons abord\u00e9 les questions suivantes :<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Quel est l'impact de l'apprentissage \u00e0 distance forc\u00e9 sur les attitudes et les pr\u00e9f\u00e9rences des \u00e9tudiants en mati\u00e8re de format de lecture acad\u00e9mique ?<\/li>\n\n\n\n<li>Les \u00e9l\u00e8ves signalent ils des changements dans leurs strat\u00e9gies de lecture et d'apprentissage ?<\/li>\n\n\n\n<li>Comment les pr\u00e9f\u00e9rences et les comportements collectifs des \u00e9l\u00e8ves en mati\u00e8re de format de lecture se comparent ils \u00e0 ceux document\u00e9s avant COVID ?<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Nous avons d\u00e9fini les textes acad\u00e9miques comme des manuels, des livres savants, des chapitres de livres et des articles de revues de diff\u00e9rents formats utilis\u00e9s dans le cadre de cours ou de projets acad\u00e9miques. Le format imprim\u00e9 comprenait les textes sur papier et les textes imprim\u00e9s \u00e0 partir d'une source \u00e9lectronique. La lecture \u00e9lectronique correspond \u00e0 la lecture sur un appareil num\u00e9rique.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">L'enqu\u00eate contenait des questions originales et d'autres adapt\u00e9es de l'enqu\u00eate ARFIS pr\u00e9c\u00e9demment valid\u00e9e (Mizrachi, et.al, 2018). Elle a \u00e9t\u00e9 distribu\u00e9e aux \u00e9tudiants d'une universit\u00e9 de recherche nord-am\u00e9ricaine en mars 2021, au plus fort de la pand\u00e9mie. 234 r\u00e9ponses ont \u00e9t\u00e9 re\u00e7ues et analys\u00e9es. L'analyse descriptive a \u00e9t\u00e9 r\u00e9alis\u00e9e \u00e0 l'aide des programmes SPSS et Excel.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Les r\u00e9sultats ont montr\u00e9 une augmentation de l'aversion pour le format \u00e9lectronique, et que la plupart des \u00e9tudiants consid\u00e9raient toujours l'imprim\u00e9 comme le meilleur support pour se concentrer sur l'information et la m\u00e9moriser. Cependant, nous ne pouvons pas g\u00e9n\u00e9raliser en disant que cette aversion accrue est permanente. Il s'agit peut-\u00eatre simplement d'une cons\u00e9quence temporaire du mode d'apprentissage \u00e0 distance exclusif pendant cette p\u00e9riode sans pr\u00e9c\u00e9dent. Au fur et \u00e0 mesure que les \u00e9tudiants s'habituent \u00e0 l'apprentissage num\u00e9rique, il est possible que leur niveau de confort et leur confiance en leur capacit\u00e9 d'apprendre \u00e0 l'aide de la lecture \u00e9lectronique augmentent ; et au fur et \u00e0 mesure que les modalit\u00e9s d'enseignement se rapprochent des normes pr\u00e9pand\u00e9miques, il est possible que les attitudes des \u00e9tudiants \u00e0 l'\u00e9gard de la lecture \u00e9lectronique deviennent plus favorables.<\/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>Dilevko, J., &amp; Gottlieb, L. (2002). Print sources in an electronic age: A vital part of the research process for undergraduate students. The Journal of Academic Librarianship 28(6), 381\u2013392.<\/li>\n\n\n\n<li>Li, C., Poe, F., Potter, M., Quigley, B., &amp; Wilson, J. (2011). UC Libraries academic e-book usage survey. Retrieved March 4, 2022 from https:\/\/escholarship.org\/content\/qt4vr6n902\/qt4vr6n902.pdf<\/li>\n\n\n\n<li>Liu, Z. (2006). Print vs. electronic resources: A study of user perceptions, preferences, and use. Information Processing &amp; Management 42(2), 583\u00ac\u2013592.<\/li>\n\n\n\n<li>Mizrachi, D., Salaz, A. M., Kurbanoglu, S., Boustany, J., &amp; ARFIS Research Group. (2018). Academic reading format preferences and behaviors among university students worldwide: A comparative survey analysis. PloS one, 13(5), e0197444.<\/li>\n\n\n\n<li>Mizrachi, D., Salaz, A. M., Kurbanoglu, S., &amp; Boustany, J. (2021). The Academic Reading Format International Study (ARFIS): final results of a comparative survey analysis of 21,265 students in 33 countries. Reference Services Review, 49(3-4), 250\u2013266. Retrieved from https:\/\/doi.org\/10.1108\/RSR-04-2021-0012<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-align-right wp-block-paragraph\"><strong>Diane Mizrachi<\/strong><br><em>Universit\u00e9 de Californie, Los Angeles, USA<\/em><\/p>","protected":false},"excerpt":{"rendered":"<p>Over the last twenty years, studies have shown that most university students prefer reading their academic texts in print format over electronic (e.g., Dilevko and Gottlieb, 2002; Liu, 2006; Li et.al., 2011; Mizrachi et al., 2021). But when the COVID-19 pandemic struck in 2020, institutions worldwide were forced to close their campuses and move to [&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-1716","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":"Over the last twenty years, studies have shown that most university students prefer reading their academic texts in print format over electronic (e.g., Dilevko and Gottlieb, 2002; Liu, 2006; Li et.al., 2011; Mizrachi et al., 2021). But when the COVID-19 pandemic struck in 2020, institutions worldwide were forced to close their campuses and move to\u2026","_links":{"self":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1716","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=1716"}],"version-history":[{"count":1,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1716\/revisions"}],"predecessor-version":[{"id":1717,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1716\/revisions\/1717"}],"wp:attachment":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/media?parent=1716"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/categories?post=1716"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/tags?post=1716"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}