{"id":1765,"date":"2023-10-12T22:00:00","date_gmt":"2023-10-12T22:00:00","guid":{"rendered":"https:\/\/inlitas.org\/?p=1765"},"modified":"2024-02-13T14:45:44","modified_gmt":"2024-02-13T14:45:44","slug":"early-career-school-librarians-use-of-information-literacy-skills-to-master-their-information-needs","status":"publish","type":"post","link":"https:\/\/inlitas.org\/fr\/early-career-school-librarians-use-of-information-literacy-skills-to-master-their-information-needs\/","title":{"rendered":"L'utilisation par les biblioth\u00e9caires scolaires en d\u00e9but de carri\u00e8re des comp\u00e9tences en mati\u00e8re de ma\u00eetrise de l'information pour r\u00e9pondre \u00e0 leurs besoins d'information"},"content":{"rendered":"<p>La ma\u00eetrise de l'information est un principe de la biblioth\u00e9conomie scolaire (ALA &amp; AECT, 1988, 1998 ; AASL, 2018a, 2018b). Bien que la plupart des biblioth\u00e9caires scolaires aient \u00e9t\u00e9 des enseignants, ces personnes ne poss\u00e8dent pas toujours les comp\u00e9tences ad\u00e9quates en mati\u00e8re de ma\u00eetrise de l'information (Burchard &amp; Myers, 2019), m\u00eame s'il a \u00e9t\u00e9 d\u00e9montr\u00e9 que les \u00e9l\u00e8ves des enseignants, qui poss\u00e8dent ces comp\u00e9tences, ont eux-m\u00eames des niveaux plus \u00e9lev\u00e9s de ma\u00eetrise de l'information (Solmaz, 2017).<\/p>\n\n\n\n<p>Les \u00e9tudiants quittent-ils l'\u00e9cole de biblioth\u00e9conomie avec les comp\u00e9tences n\u00e9cessaires pour r\u00e9pondre \u00e0 leurs propres besoins d'information ? La pr\u00e9paration \u00e0 la profession englobe-t-elle les comp\u00e9tences essentielles n\u00e9cessaires \u00e0 la r\u00e9ussite (Whitton, 2019) ? Dans cet article, les auteurs fourniront une vue holistique des responsabilit\u00e9s et des informations n\u00e9cessaires pour assumer ces responsabilit\u00e9s tout en partageant des r\u00e9sultats s\u00e9lectionn\u00e9s d'une \u00e9tude r\u00e9cente explorant les besoins en information professionnelle des biblioth\u00e9caires scolaires en d\u00e9but de carri\u00e8re et des \u00e9tudiants en biblioth\u00e9conomie souhaitant devenir biblioth\u00e9caires scolaires. Gr\u00e2ce \u00e0 une approche mixte, nous avons utilis\u00e9 des enqu\u00eates et des entretiens pour explorer et comprendre les besoins d'information des participants ainsi que les fa\u00e7ons dont ils ont r\u00e9pondu \u00e0 ces besoins d'information.<\/p>\n\n\n\n<p>Les premiers r\u00e9sultats ont r\u00e9v\u00e9l\u00e9 que la source de soutien pour ces professionnels en d\u00e9but de carri\u00e8re r\u00e9sidait dans la participation \u00e0 des communaut\u00e9s et r\u00e9seaux d'apprentissage professionnels, qu'ils soient ad hoc ou plus formels. Les biblioth\u00e9caires scolaires en d\u00e9but de carri\u00e8re comptent sur le mentorat offert par ces groupes pour assurer leur r\u00e9ussite. Il incombe \u00e0 l'employeur et au programme de pr\u00e9paration de s'appuyer sur les comp\u00e9tences inh\u00e9rentes et \u00e9mergentes des \u00e9tudiants et des biblioth\u00e9caires scolaires en d\u00e9but de carri\u00e8re en mati\u00e8re de ma\u00eetrise de l'information pour favoriser l'expertise. Nous pr\u00e9voyons qu'une analyse suppl\u00e9mentaire aidera les programmes de pr\u00e9paration \u00e0 la biblioth\u00e9conomie scolaire et les administrateurs scolaires \u00e0 d\u00e9velopper une approche plus strat\u00e9gique pour soutenir le succ\u00e8s des futurs biblioth\u00e9caires scolaires et des biblioth\u00e9caires en d\u00e9but de carri\u00e8re.<\/p>\n\n\n\n<p><strong>R\u00e9f\u00e9rences<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>American Association of School Librarians. (2018a). National school library standards crosswalk with ISTE standards for students and educators. American Library Association. https:\/\/standards.aasl.org\/wp-content\/uploads\/2018\/08\/180828-aasl-standards-crosswalk-iste.pdf.<\/li>\n\n\n\n<li>American Association of School Librarians. (2018b). National School Library Standards for Learners, School Librarians, and School Libraries. American Library Association.<\/li>\n\n\n\n<li>American Library Association, &amp; Association for Educational Communications &amp; Technology. (1988). Information power: Building partnerships for learning. (ED 315028). ERIC. Retrieved from https:\/\/files.eric.ed.gov\/fulltext\/ED315028.pdf<\/li>\n\n\n\n<li>American Library Association, &amp; Association for Educational Communications &amp; Technology. (1998). Information power: Building partnerships for learning. ALA Editions.<\/li>\n\n\n\n<li>Burchard, M. S., &amp; Myers, S. K. (2019). Early information literacy experience matters to self-efficacy and performance outcomes in teacher education. Journal of College Reading and Learning, 49(2), 115\u2013128. https:\/\/doi.org\/10.1080\/ 10790195.2019.1582372.<\/li>\n\n\n\n<li>Solmaz, D. Y. (2017). Relationship between lifelong learning levels and information literacy skill in teacher education candidates. Universal Journal of Educational Research, 5(6), 939\u2013946. https:\/\/doi.org\/10.13189\/ujer.2017.050605<\/li>\n\n\n\n<li>Whitton, C. A. (2019). A study of school librarian job advertisements and the inclusion of AASL standards. Teacher Librarian, 46(4), 26\u201330.<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-align-right\"><strong>Heather Freas Adair,&nbsp;Ashley B. Crane,&nbsp;Elizabeth Gross<\/strong><em><br>Universit\u00e9 d'\u00c9tat de Sam Houston, Huntsville, Texas, \u00c9tats-Unis<\/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-IL-in-LIS-Heather-Adair.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Contenu embarqu\u00e9 2023_ECIL - IL in LIS - Heather Adair.\"><\/object><a id=\"wp-block-file--media-a7aad80a-e359-421b-a077-c5a206f8c7d3\" href=\"https:\/\/inlitas.org\/wp-content\/uploads\/2023\/12\/2023_ECIL-IL-in-LIS-Heather-Adair.pdf\">2023_ECIL &#8211; IL in LIS &#8211; Heather Adair<\/a><\/div>","protected":false},"excerpt":{"rendered":"<p>Information literacy is a tenet of school librarianship (ALA &amp; AECT, 1988, 1998; AASL, 2018a, 2018b). Although most school librarians were once classroom teachers, these individuals do not always possess adequate information literacy skills (Burchard &amp; Myers, 2019) even though it has been shown that the students of teachers, who possess these skills, have higher [&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],"class_list":["post-1765","post","type-post","status-publish","format-standard","hentry","category-ecil-2023","tag-ecil2023","tag-european-conference-on-information-literacy","tag-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":"Information literacy is a tenet of school librarianship (ALA &amp; AECT, 1988, 1998; AASL, 2018a, 2018b). Although most school librarians were once classroom teachers, these individuals do not always possess adequate information literacy skills (Burchard &amp; Myers, 2019) even though it has been shown that the students of teachers, who possess these skills, have higher\u2026","_links":{"self":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1765","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=1765"}],"version-history":[{"count":2,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1765\/revisions"}],"predecessor-version":[{"id":1836,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/posts\/1765\/revisions\/1836"}],"wp:attachment":[{"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/media?parent=1765"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/categories?post=1765"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/inlitas.org\/fr\/wp-json\/wp\/v2\/tags?post=1765"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}