- Information Literacy
(source: Computers in Libraries; Nov/Dec2008, Vol. 28 Issue 10, p28-32, 5p / sur abonnement)
"The article presents a list of resources on information literacy, including academic institutions and articles, blogs, and other websites."

- Use of multi-modal media and tools in an online information literacy course: College students' attitudes and perceptions
(source: The Journal of Academic Librarianship, Article in Press, Corrected Proof, 13/12/08 / sur abonnement)
"This project studies the use of multi-modal media objects in an online information literacy class. One hundred sixty-two undergraduate students answered seven surveys. Significant relationships are found among computer skills, teaching materials, communication tools and learning experience. Multi-modal media objects and communication tools are needed to strengthen course interactions and student engagement."

- ABC doc
(source: université Paul Sabatier Toulouse 3)
Guide méthodologique de recherche et de traitement de l'information scientifique et technique

- Asking the Right Question
(source: Kloda, Lorie A., Evidence Based Library and Information Practice 2008, 3:4 / déposé sur E-LIS, 18/12/08)
"For librarians, the idea of “asking the right question” is nothing new. As information professionals, we know that the real question is not the same as the first thing a patron asks at the outset of the reference encounter. Similarly, those teaching information literacy recognize the importance of understanding one’s information needs as one of the first steps in the research process.
The first step in the evidence based librarianship (EBL) process is to formulate an answerable question. Eldredge draws a parallel between this step and the first step of problem based learning, in which learners are encouraged to express their uncertainties as precise information needs that can be answered using the literature. Inthe same way, even though you often begin with vague uncertainties regarding your information practice, EBL requires that you turn those uncertainties into more refined questions."

- Evaluation de l’information et description des controverses scientifiques : information évaluée, information située
"Les formations à l'évaluation de l'information donnent des repères au profane pour évaluer la qualité d'une expertise. Mais comment faire quand les experts ne sont plus d'accord ? Pour creuser plus avant la question de l'évaluation, nous la posons dans le cadre des controverses scientifiques. Les controverses ont été largement étudiées par le Centre de sociologie de l'innovation de l'Ecole des Mines de Paris qui a élaboré une sociologie de la traduction - sans rapport avec la notion de traduction littéraire - pour décrire la recherche et l'innovation. Après avoir exposé la perspective de cette approche, nous examinerons en quoi et comment elle peut être utile à l'évaluation de l'information."
(source: Hervé Le Men, déposé sur ArchiveSIC, 21/12/08)

- JIL: Journal of Information Literacy
Vol. 2, n° 2, déc. 08

- En quête de services
(source: Bibliothèque = Public, 22/12/08)

- Accompagnement tutoral d’une formation collective via Internet - Analyse des effets de cinq modalités d’intervention tutorale sur l'apprentissage en groupes restreints
(source: Jean-Jacques Quintin; thèse, Université de Mons-Hainaut Université Stendhal - Grenoble III (2008-09-02), Christian Depover et François Mangenot (Dir.) / EduTice, 22/12/08)
"Cette recherche vise, par une démarche expérimentale, à saisir les effets de différentes modalités d'interventions tutorales (MiT) sur le travail effectué à distance, via Internet, par une centaine d'étudiants réunis en groupes restreints (trois par équipe). Ces modalités d'intervention tutorale ont été élaborées en considérant les dimensions d'intervention qui participent à l'accompagnement tutoral, soit les composantes pédagogiques (P), socio-affectives (S) et organisationnelles (O). En plus de ces trois MiT ciblées sur les dimensions S, O ou P, deux modes d'intervention tutorale non ciblés ont été intégrés en guise de modalités de référence : une MiT réactive et une MiT proactive non ciblée. Sept tuteurs ont appliqué chacune des cinq MiT pour soutenir leurs cinq groupes restreints durant la formation."

- The Information Seeking Behavior of Undergraduate Education Majors: Does Library Instruction Play a Role?
"Objective – This study investigated the information seeking behavior of undergraduate majors to gain a better understanding of where they find their research information (academic vs. non-academic sources) and to determine if library instruction had any impact on the types of sources used.
Methods – The study used a convenience sample of 200 students currently enrolled as undergraduates at the University of Central Florida’s College of Education. A chi square test of association was conducted to determine if the proportion of undergraduate Education majors who use academic sources as compared to non-academic sources varied depending on whether the students had attended at least one library instruction session.
Results – The majority of students surveyed find their research information on the freely available Web, even though they admit that academic sources are more credible. At an alpha level of .05, types of sources used for research were not statistically significantly related to whether the student attended library instruction sessions (Pearson χ2 (1, N = 200) = 1.612, p = .447, Cramer’s V = .090).
Conclusion – These results are supported by other studies that indicate that today’s college students are using freely available Internet sites much more than library resources. Little to no association appears to exist between “one-shot” library instruction sessions and the sources used by students in their research. Serious consideration needs to be given to multiple library instruction sessions and to for-credit library courses over one-shot classes."
- New Intersections for Student Engagement in Libraries: A Qualitative Exploration of Collaborative Learning with Multimedia Technologies
"Objective – The purpose of this study was to explore new ways librarians can provide meaningful learning experiences for students beyond the traditional classroom assignment and the one-hour library instruction session.
Methods – The study was done within a qualitative framework using participative, interpretive, and personal experience methods. The research team consisted of two librarians and a graduate student. Data collected included transcripts of audio-recorded team meetings and interviews, field notes, and a post-project survey, where students described their experiences negotiating the conceptual and technical processes of authoring a multimedia story. The instructional layer was built upon a constructivist approach allowing for a collaborative learning setting to foster learner control and self-efficacy
Results – Findings illustrate the benefits of collaborative approaches for enhancing the learning experiences of students in the library, in this case with multimedia. The data also suggest promising new ways for librarians to facilitate learning and to engage students in the library.
Conclusion – Through a multimedia project that involves both librarian-guided exploration and collaborative learning processes, libraries can offer students formal and structured opportunities to explore their own interests or underlying curiosities beyond the classroom assignment and the one-hour library instruction session."
(source: Evidence Based Library and Information Practice, vol. 3, n° 4, déc. 08)