{"id":1738,"date":"2023-10-11T19:01:00","date_gmt":"2023-10-11T19:01:00","guid":{"rendered":"https:\/\/inlitas.org\/?p=1738"},"modified":"2024-02-13T14:49:06","modified_gmt":"2024-02-13T14:49:06","slug":"digital-literacy-training-and-workplace-empowerment-what-happens-after-graduation","status":"publish","type":"post","link":"https:\/\/inlitas.org\/fr\/digital-literacy-training-and-workplace-empowerment-what-happens-after-graduation\/","title":{"rendered":"Formation \u00e0 la litt\u00e9ratie num\u00e9rique et autonomisation sur le lieu de travail : Que se passe-t-il apr\u00e8s l'obtention du dipl\u00f4me ?"},"content":{"rendered":"<p class=\"wp-block-paragraph\"><strong>Objectifs<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Partout dans le monde, les comp\u00e9tences qui facilitent la pens\u00e9e critique, la r\u00e9solution de probl\u00e8mes, la communication et la ma\u00eetrise des outils num\u00e9riques qui soutiennent ces comp\u00e9tences figurent en t\u00eate des inventaires de comp\u00e9tences d'employabilit\u00e9 (Klegeris, 2021 ; Matuszewska-Kubicz, 2021). Les programmes de sciences humaines et sociales (SHS) semblent produire des employ\u00e9s efficaces pour le secteur en expansion des services aux entreprises, qui recherche des candidats dot\u00e9s de comp\u00e9tences interpersonnelles et de communication pour r\u00e9pondre aux divers besoins des clients et travailler au sein d'\u00e9quipes multidisciplinaires durables (Muller &amp; Doloreux, 2009 ; Multan, 2020). Les comp\u00e9tences en litt\u00e9ratie num\u00e9rique semblent faire partie des r\u00e9sultats d'apprentissage (Sparks et al., 2016) que le secteur des entreprises attend des dipl\u00f4m\u00e9s universitaires et qu'ils se sentent habilit\u00e9s \u00e0 acqu\u00e9rir lorsqu'ils entrent sur le march\u00e9 du travail. Notre \u00e9tude examine l'autonomisation psychologique de r\u00e9cents dipl\u00f4m\u00e9s de l'enseignement sup\u00e9rieur apr\u00e8s avoir suivi quatre cours de culture num\u00e9rique diff\u00e9rents \u00e0 l'universit\u00e9 Jagiellonian en Pologne. L'objectif \u00e9tait d'examiner dans quelle mesure cette autonomisation diff\u00e9rait en fonction du type de formation aux comp\u00e9tences num\u00e9riques - information, donn\u00e9es, visuel, ou communication et collaboration - que ces anciens \u00e9tudiants avaient suivi.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>M\u00e9thodologie<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Six mois apr\u00e8s l'obtention de leur dipl\u00f4me, d'anciens \u00e9tudiants en sciences humaines qui, au cours de leur derni\u00e8re ann\u00e9e d'\u00e9tudes, avaient suivi un cours de comp\u00e9tences num\u00e9riques con\u00e7u pour les aider \u00e0 entrer sur le march\u00e9 du travail et qui \u00e9taient employ\u00e9s dans les services aux entreprises, ont r\u00e9pondu \u00e0 une enqu\u00eate sur l'autonomisation psychologique bas\u00e9e sur le cadre de Spreitzer (2007). L'\u00e9chantillon de cette quasi exp\u00e9rience comprenait 202 r\u00e9ponses (ma\u00eetrise de l'information, n = 52 ; ma\u00eetrise des donn\u00e9es, n = 54, communication et collaboration, n = 54 ; ma\u00eetrise de l'image, n = 42). Des statistiques bay\u00e9siennes ont \u00e9t\u00e9 utilis\u00e9es pour examiner les diff\u00e9rences dans les auto-\u00e9valuations de l'autonomisation entre les anciens \u00e9tudiants qui ont suivi les quatre cours de litt\u00e9ratie num\u00e9rique.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>R\u00e9sultats<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Les \u00e9tudiants qui ont suivi des cours de ma\u00eetrise de l'information et de ma\u00eetrise des donn\u00e9es ont fait \u00e9tat d'une plus grande autonomie sur le lieu de travail que ceux qui ont suivi des cours de ma\u00eetrise de l'image, de communication et de collaboration. Malgr\u00e9 les limites de l'\u00e9tude concernant le contexte polonais, les r\u00e9sultats de la recherche sugg\u00e8rent des implications en mati\u00e8re de conception des programmes d'\u00e9tudes qui sont pertinentes pour un contexte de travail plus large et international. Premi\u00e8rement, les \u00e9tudiants b\u00e9n\u00e9ficieraient des possibilit\u00e9s de formation aux comp\u00e9tences num\u00e9riques offertes dans le cadre des programmes de sciences humaines et sociales. Deuxi\u00e8mement, certaines comp\u00e9tences num\u00e9riques semblent \u00eatre plus avantageuses que d'autres pour les \u00e9tudiants qui poursuivent une carri\u00e8re dans le secteur des services aux entreprises.<\/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>Klegeris, A. (2021). Mixed-mode instruction using active learning in small teams improves generic problem-solving skills of university students. J. of Further and Higher Education, 45(7), 871\u2013885. https:\/\/doi.org\/10.1080\/0309877X.2020.1826036<\/li>\n\n\n\n<li>Matuszewska-Kubicz, A. (2021). Key competencies in the labour market from the perspective of higher education students. E-Mentor, 92(5), 69\u201380. https:\/\/doi.org\/10.15219\/em92.1541<\/li>\n\n\n\n<li>Muller, E., &amp; Doloreux, D. (2009). What we should know about knowledge-intensive business services. Technology in Society, 31(1), 64\u201372. https:\/\/doi.org\/10.1016\/j.techsoc.2008.10.001<\/li>\n\n\n\n<li>Multan, E. (2020). Adjusting students\u2019 competences to the needs of modern business services sector. Entrepreneurship and Sustainability Issues, 7(3), 2326\u20132349. https:\/\/doi.org\/10.9770\/jesi.2020.7.3(58)<\/li>\n\n\n\n<li>Sparks, J. R., Katz, I. R., &amp; Beile, P. M. (2016). Assessing digital information literacy in higher education: A review of existing frameworks and assessments with recommendations for next-generation assessment: Assessing digital information literacy in higher education. ETS Research Report Series, 2016(2), 1\u201333. https:\/\/doi.org\/10.1002\/ets2.12118<\/li>\n\n\n\n<li>Spreitzer, G. M. (2007). Toward the integration of two perspectives: A review of social-structural and psychological empowerment at work. The Handbook of Organizational Behavior. Thousand Oaks, CA: Sage Publications.<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-align-right wp-block-paragraph\"><strong>Marek Deja<sup>1<\/sup>, Piotr Bobkowski<sup>2<\/sup>, Isto Huvila<sup>3<\/sup>, Anna Mierzecka<sup>4<\/sup><\/strong><br><em><sup>1<\/sup>Universit\u00e9 Jagiellonian, Cracovie, Pologne\u00a0<sup>2<\/sup>Universit\u00e9 du Kansas, Lawrence, \u00c9tats-Unis ;\u00a0<sup>3<\/sup>Universit\u00e9 d'Uppsala, Uppsala, Su\u00e8de ;\u00a0<sup>4<\/sup>Universit\u00e9 de Varsovie, Pologne<\/em><\/p>","protected":false},"excerpt":{"rendered":"<p>Objectives Across the globe, competencies that facilitate critical thinking, problem-solving, communication, and fluency with digital tools that support these competencies, top the inventories of employability skills (Klegeris, 2021; Matuszewska-Kubicz, 2021). Humanities and social science (HSS) programs appear to generate effective employees for the growing business services sector (BSS), which seeks job candidates with interpersonal and [&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-1738","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":"Objectives Across the globe, competencies that facilitate critical thinking, problem-solving, communication, and fluency with digital tools that support these competencies, top the inventories of employability skills (Klegeris, 2021; Matuszewska-Kubicz, 2021). Humanities and social science (HSS) programs appear to generate effective employees for the growing business services sector (BSS), which seeks job candidates with interpersonal and\u2026","_links":{"self":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1738","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=1738"}],"version-history":[{"count":1,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1738\/revisions"}],"predecessor-version":[{"id":1739,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1738\/revisions\/1739"}],"wp:attachment":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/media?parent=1738"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/categories?post=1738"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/tags?post=1738"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}