{"id":1718,"date":"2023-10-13T18:09:00","date_gmt":"2023-10-13T18:09:00","guid":{"rendered":"https:\/\/inlitas.org\/?p=1718"},"modified":"2024-02-13T14:41:34","modified_gmt":"2024-02-13T14:41:34","slug":"information-literacy-at-school-what-post-pandemic-uses-of-online-video-by-primary-school-teachers-in-france","status":"publish","type":"post","link":"https:\/\/inlitas.org\/fr\/information-literacy-at-school-what-post-pandemic-uses-of-online-video-by-primary-school-teachers-in-france\/","title":{"rendered":"La ma\u00eetrise de l'information \u00e0 l'\u00e9cole : Quels usages post-pand\u00e9miques de la vid\u00e9o en ligne par les enseignants du primaire en France ?"},"content":{"rendered":"<p>La consommation de vid\u00e9os en ligne ne cesse de cro\u00eetre, en particulier pendant la crise Covid et la p\u00e9riode d'\"enseignement \u00e0 distance d'urgence\" (Bozkurt et al., 2020), lorsque la continuit\u00e9 p\u00e9dagogique a d\u00fb \u00eatre organis\u00e9e avec les moyens et les ressources disponibles en ligne. Les \u00e9tudes sur le comportement de recherche d'information (BRI) et la ma\u00eetrise de l'information (CI) des enseignants du primaire sont encore rares (Virkus &amp; Mathiesen, 2019), m\u00eame si le BRI et la CI du personnel enseignant ont un fort impact sur la ma\u00eetrise de l'information des \u00e9l\u00e8ves (Godwin, 2005).<\/p>\n\n\n\n<p><strong>Objectifs<\/strong><\/p>\n\n\n\n<p>La pr\u00e9sente \u00e9tude porte sur l'utilisation des ressources vid\u00e9o en ligne par les enseignants fran\u00e7ais de l'\u00e9cole \u00e9l\u00e9mentaire. Nous d\u00e9finissons la vid\u00e9o en ligne comme une ressource audiovisuelle accessible en ligne de mani\u00e8re asynchrone (\u00e9ventuellement t\u00e9l\u00e9charg\u00e9e et\/ou modifi\u00e9e par l'utilisateur) et qui n'a pas n\u00e9cessairement \u00e9t\u00e9 con\u00e7ue \u00e0 l'origine \u00e0 des fins d'apprentissage. Nous nous concentrons ici sur trois questions de recherche : Quelle est la place de la vid\u00e9o en ligne dans les habitudes d'information des participants (Q1) ? Quelles potentialit\u00e9s d'apprentissage attribuent-ils \u00e0 la vid\u00e9o en ligne (Q2) ? Que disent-ils de l'IL de ces enseignants et de l'\u00e9ducation aux m\u00e9dias et \u00e0 l'information (EMI) qu'ils peuvent dispenser (Q3) ?<\/p>\n\n\n\n<p><strong>M\u00e9thodologie<\/strong><\/p>\n\n\n\n<p>Nous avons adopt\u00e9 une approche qualitative : 15 entretiens individuels semi-dirig\u00e9s (6 hommes et 11 femmes, enseignant du CP au CM2 dans diff\u00e9rentes \u00e9coles). Inspir\u00e9 par la technique de l'incident critique de Flanagan (1954), pertinente dans le domaine de l'IL (Cisek, 2016), chaque entretien est bas\u00e9 sur une analyse r\u00e9trospective par l'enseignant d'une situation d'apprentissage impliquant une vid\u00e9o en ligne.<\/p>\n\n\n\n<p><strong>R\u00e9sultats<\/strong><\/p>\n\n\n\n<p>Q1 : Nos r\u00e9sultats montrent une utilisation efficace, bien que disparate, de la vid\u00e9o en ligne. Nos participants trouvent des vid\u00e9os principalement sur les blogs d'autres enseignants et gr\u00e2ce aux manuels. Leur principale motivation pour s\u00e9lectionner une vid\u00e9o est qu'elle corresponde \u00e0 leurs objectifs d'apprentissage. Il semble que la source principale d'une vid\u00e9o ne fasse pas de diff\u00e9rence. La recherche de vid\u00e9os en ligne a toutefois un impact sur leur travail de pr\u00e9paration : le processus de s\u00e9lection est d\u00e9crit comme assez difficile et chronophage.<\/p>\n\n\n\n<p>Q2 : La vid\u00e9o en ligne fait partie des habitudes d'information de ces enseignants comme un type de m\u00e9dia parmi d'autres. Les objectifs d'apprentissage pour l'utilisation des vid\u00e9os en ligne en classe sont d\u00e9crits de mani\u00e8re ambivalente (un moyen de maintenir l'attention des \u00e9l\u00e8ves et la raison m\u00eame pour laquelle l'attention des enfants fluctue). Des potentialit\u00e9s d'apprentissage sp\u00e9cifiques sont associ\u00e9es \u00e0 la vid\u00e9o en ligne : principalement \"montrer\", \"impacter \u00e9motionnellement\" les apprenants pour am\u00e9liorer leur compr\u00e9hension et leur m\u00e9morisation. Le fait qu'une vid\u00e9o en ligne puisse \u00eatre regard\u00e9e au rythme souhait\u00e9 est appr\u00e9ci\u00e9. Ainsi, la vid\u00e9o en ligne est principalement utilis\u00e9e pour introduire ou r\u00e9sumer un point d'apprentissage. Q3 : Les vid\u00e9os utilis\u00e9es sont \u00e9troitement li\u00e9es aux programmes scolaires. La vid\u00e9o semble rarement recherch\u00e9e et encore moins \u00e9tudi\u00e9e en classe pour elle-m\u00eame. Elle n'appara\u00eet pas non plus comme un objectif du MIL.<\/p>\n\n\n\n<p>Ces r\u00e9sultats permettent de formuler des recommandations pour la formation des enseignants (afin de s\u00e9lectionner et de valider les ressources audiovisuelles en ligne) ainsi que pour les concepteurs et les \u00e9diteurs de ressources (pour une conception plus proche des besoins p\u00e9dagogiques des enseignants et une meilleure visibilit\u00e9 des ressources).<\/p>\n\n\n\n<p><strong>R\u00e9f\u00e9rences<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Bozkurt, A., et al. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1\u2013126.<\/li>\n\n\n\n<li>Flanagan, J. C. (1954). The critical incident technique. Psychological Bulletin, 51(4), 327\u2013358.<\/li>\n\n\n\n<li>Godwin, P. (2005). Making life easier for academics: How librarians can help staff weather the technological storm. Journal of Literacy, 2(2), 68\u201379.<\/li>\n\n\n\n<li>Virkus, S., Mathiesen, M. (2019). Information seeking behavior of primary school teachers in Estonia: An exploratory study. In S. Kurbano\u011flu et al. (Eds.), Information Literacy in Everyday Life, The Sixth European Conference on Information Literacy (ECIL), Oulu, Finland, September 24-27, 2018,: Revised Selected Papers. CCIS 989 (pp. 317\u2013328). Cham: Springer.<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-align-right\"><strong>Carine Aillerie<sup>1<\/sup>,\u00a0Gilles Sahut<sup>2<\/sup><\/strong><br><em><sup>1<\/sup>UR 20297 Techne Universit\u00e9 de Poitiers, France ;\u00a0<sup>2<\/sup>EA 827 LERASS Universit\u00e9 de Toulouse, France<\/em><\/p>","protected":false},"excerpt":{"rendered":"<p>The consumption of online video keeps growing, especially during the Covid crisis and the \u201cemergency remote education\u201d time (Bozkurt et al., 2020) when pedagogical continuity had to be organized with the available means and resources online. The studies of primary school teachers\u2019 information seeking behavior (ISB) and information literacy (IL) are still scarce (Virkus &amp; [&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-1718","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":"The consumption of online video keeps growing, especially during the Covid crisis and the \u201cemergency remote education\u201d time (Bozkurt et al., 2020) when pedagogical continuity had to be organized with the available means and resources online. The studies of primary school teachers\u2019 information seeking behavior (ISB) and information literacy (IL) are still scarce (Virkus &amp;\u2026","_links":{"self":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1718","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=1718"}],"version-history":[{"count":1,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1718\/revisions"}],"predecessor-version":[{"id":1719,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1718\/revisions\/1719"}],"wp:attachment":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/media?parent=1718"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/categories?post=1718"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/tags?post=1718"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}