{"id":1747,"date":"2023-10-12T21:21:00","date_gmt":"2023-10-12T21:21:00","guid":{"rendered":"https:\/\/inlitas.org\/?p=1747"},"modified":"2024-02-13T14:46:28","modified_gmt":"2024-02-13T14:46:28","slug":"information-literacy-of-polish-ph-d-students-the-learning-outcomes-approach","status":"publish","type":"post","link":"https:\/\/inlitas.org\/fr\/information-literacy-of-polish-ph-d-students-the-learning-outcomes-approach\/","title":{"rendered":"nformation Literacy of Polish Ph.D. Students : L'approche des r\u00e9sultats d'apprentissage"},"content":{"rendered":"<p><strong>Objectifs<\/strong><\/p>\n\n\n\n<p>Les \u00e9tudiants sont sans doute l'une des populations les plus \u00e9tudi\u00e9es, y compris dans le contexte de la ma\u00eetrise de l'information. Toutefois, les recherches sur les doctorants sont nettement moins nombreuses. Pourtant, les comp\u00e9tences informationnelles des doctorants sont des facteurs cruciaux qui ont un impact sur l'efficacit\u00e9 et la validit\u00e9 de leurs recherches et sur leurs perspectives de carri\u00e8re. Nous discuterons du d\u00e9veloppement d'un questionnaire ILDoc d\u00e9di\u00e9 \u00e0 la recherche sur la ma\u00eetrise de l'information des \u00e9tudiants en doctorat.<\/p>\n\n\n\n<p><strong>M\u00e9thodologie<\/strong><\/p>\n\n\n\n<p>La premi\u00e8re \u00e9tape a consist\u00e9 \u00e0 se r\u00e9f\u00e9rer \u00e0 des outils bien connus et v\u00e9rifi\u00e9s tels que ILSES (Kurbanoglu, Akkoyunlu et Umay, 2006), IL-HUMASS (Pinto et Sales, 2010 ; Pinto, 2012), PKIM (\u015awigo\u0144, 2013) et ALFINVES (Pinto et al., 2013). L'autre \u00e9tape a consist\u00e9 \u00e0 inclure l'approche des r\u00e9sultats d'apprentissage dans le questionnaire. Les donn\u00e9es quantitatives de l'enqu\u00eate ont permis d'effectuer des analyses statistiques afin d'identifier les variables potentiellement essentielles. La technique CAWI a \u00e9t\u00e9 utilis\u00e9e en raison de son applicabilit\u00e9 dans le cas d'un groupe dispers\u00e9 tel que les \u00e9tudiants en doctorat. L'enqu\u00eate a \u00e9t\u00e9 men\u00e9e entre septembre 2022 et janvier 2023 aupr\u00e8s d'\u00e9tudiants en doctorat de cinq universit\u00e9s polonaises. La s\u00e9lection des universit\u00e9s a \u00e9t\u00e9 dict\u00e9e par une approche pragmatique dans laquelle nous nous sommes concentr\u00e9s sur la facilit\u00e9 d'acc\u00e8s \u00e0 l'\u00e9chantillon. En raison du contexte important des changements syst\u00e9miques, nous avons choisi uniquement des universit\u00e9s de recherche dont nous savions qu'elles offraient la perspective unique des \u00e9coles doctorales. La population des \u00e9tudiants en doctorat dans les universit\u00e9s polonaises est d'environ 12 000 personnes, le nombre requis de personnes pour participer \u00e0 l'enqu\u00eate s'\u00e9levait donc \u00e0 261. Les r\u00e9ponses ont \u00e9t\u00e9 recueillies aupr\u00e8s de 294 \u00e9tudiants de diff\u00e9rentes disciplines par un \u00e9chantillonnage en boule de neige - l'enqu\u00eate a \u00e9t\u00e9 distribu\u00e9e par l'interm\u00e9diaire des pairs des \u00e9tablissements s\u00e9lectionn\u00e9s. Les donn\u00e9es ont \u00e9t\u00e9 analys\u00e9es \u00e0 l'aide de tests de coh\u00e9rence interne, d'analyses factorielles exploratoires et confirmatoires, ainsi que d'un mod\u00e8le d'\u00e9quation structurelle.<\/p>\n\n\n\n<p><strong>R\u00e9sultats<\/strong><\/p>\n\n\n\n<p>Cet article d\u00e9crit l'\u00e9laboration du questionnaire ILDoc et les r\u00e9sultats d'une \u00e9tude pr\u00e9liminaire. En utilisant l'analyse factorielle, nous avons identifi\u00e9 14 variables de base qui refl\u00e8tent quatre facteurs th\u00e9oriquement coh\u00e9rents. Sur la base des r\u00e9sultats, nous proposons que ces facteurs latents identifi\u00e9s puissent constituer la base de la d\u00e9termination des variables dans l'analyse SEM. L'approche pr\u00e9sent\u00e9e fournit des informations pr\u00e9cieuses sur les facteurs cl\u00e9s qui fa\u00e7onnent la ma\u00eetrise de l'information des \u00e9tudiants en doctorat en Pologne, sur la base de leur auto-\u00e9valuation des comp\u00e9tences, des connaissances et des attitudes.<\/p>\n\n\n\n<p><strong>R\u00e9f\u00e9rences<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Kurbanoglu, S. S., Akkoyunlu, B., &amp; Umay, A. (2006). Developing the information literacy self\u2010efficacy scale. Journal of Documentation, 62(6), 730\u2013743.<\/li>\n\n\n\n<li>Pinto, M. (2012). Information literacy perceptions and behaviour among history students. In Aslib Proceedings: New Information Perspectives, 64(3), 304\u2013327.<\/li>\n\n\n\n<li>Pinto, M., Fern\u00e1ndez-Ramos, A., S\u00e1nchez, G., &amp; Meneses, G. (2013). Information competence of doctoral students in information science in Spain and Latin America: A self-assessment. The Journal of Academic Librarianship, 39(2), 144\u2013154.<\/li>\n\n\n\n<li>Pinto, M., &amp; Sales, D. (2010). Insights into translation students\u2019 information literacy using the IL-HUMASS survey. Journal of Information Science, 36(5), 618\u2013630.<\/li>\n\n\n\n<li>\u015awigo\u0144, M. (2013). Personal knowledge and information management\u2013conception and exemplification. Journal of Information Science, 39(6), 832\u2013845.<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-align-right\"><strong>Magdalena Paul<sup>1<\/sup>,&nbsp;Marek Deja<sup>5<\/sup>, Ewa G\u0142owacka<sup>2<\/sup>, Ma\u0142gorzata Kisilowska-Szurmi\u0144ska<sup>1<\/sup>, Marzena \u015awigo\u0144<sup>3<\/sup>, Maja Wojciechowska<sup>4<\/sup><\/strong><br><em><sup>1<\/sup>Universit\u00e9 de Varsovie, Pologne&nbsp;<sup>2<\/sup>Universit\u00e9 Nicolaus Copernicus, Toru\u0144, Pologne ;&nbsp;<sup>3<\/sup>Universit\u00e9 de Warmie et de Mazurie, Olsztyn, Pologne ;&nbsp;<sup>4<\/sup>Universit\u00e9 de Gda\u0144sk, Pologne ;&nbsp;<sup>5<\/sup>Universit\u00e9 Jagiellonian, Cracovie, Pologne<\/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-Information-overload-vs-IL-Malgorzata-Kisilowska.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Contenu embarqu\u00e9 2023_ECIL - Information overload vs IL - Ma\u0142gorzata Kisilowska.\"><\/object><a id=\"wp-block-file--media-d4b8b084-3b12-401f-b45b-d285da47a827\" href=\"https:\/\/inlitas.org\/wp-content\/uploads\/2023\/12\/2023_ECIL-Information-overload-vs-IL-Malgorzata-Kisilowska.pdf\">2023_ECIL - Surcharge d'information vs VA - Ma\u0142gorzata Kisilowska<\/a><\/div>","protected":false},"excerpt":{"rendered":"<p>Objectives Students are arguably one of the most-researched populations, including in the context of information literacy (IL). However there is significantly less research on Ph.D. students. Nevertheless, the information competences of doctoral students are crucial factors that impact the efficiency and validity of their research and future career prospects. We will discuss the development of [&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":[54,53,17,58],"class_list":["post-1747","post","type-post","status-publish","format-standard","hentry","category-ecil-2023","tag-ecil2023","tag-european-conference-on-information-literacy","tag-information-literacy","tag-phd-students"],"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 Students are arguably one of the most-researched populations, including in the context of information literacy (IL). However there is significantly less research on Ph.D. students. Nevertheless, the information competences of doctoral students are crucial factors that impact the efficiency and validity of their research and future career prospects. We will discuss the development of\u2026","_links":{"self":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1747","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=1747"}],"version-history":[{"count":2,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1747\/revisions"}],"predecessor-version":[{"id":1832,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1747\/revisions\/1832"}],"wp:attachment":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/media?parent=1747"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/categories?post=1747"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/tags?post=1747"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}