Bulletin de veille: Tendances 2014/2015

Ce billet a été rédigé conjointement par Cynthia Lisée, Catherine Lapalme et Michel Courcelles.

Il y a plus d’un an, le groupe de travail sur les compétences informationnelles (PDCI) de l’Université du Québec publiait son premier bulletin de veille informationnelle sur Tribune CI. Depuis février 2014, il y a eu 14 bulletins rédigés dans les domaines de l’identité professionnelle, des compétences informationnelles et de la formation aux compétences informationnelles.

Nous vous présentons un bilan sommaire des bulletins de veille pour tenter de dégager les tendances dans les différents domaines qui ont été couverts à l’intérieur de ces publications.

Compétences informationnelles

La veille sur les compétences informationnelles (CI) repère de nombreux articles et pour rendre les bulletins digestes, une sélection s’impose. On comprend alors que de nombreux documents intéressants n’ont pas été signalés dans les bulletins trimestriels passés. Cette veille annuelle donne ici une seconde chance à certains articles qui, en combinaison de l’ensemble des publications, permettent de dégager une tendance à moyen terme dans l’univers des CI.

Cette section du bulletin de veille est divisée en trois parties : un résumé des tendances de publication en matière de livres en CI, les domaines disciplinaires qui se démarquent dans les articles scientifiques ainsi que les thématiques qui ont attiré l’attention.

Livres

Une vingtaine de livres ont été repérés en compte rendu depuis le démarrage des bulletins de veille en CI. Les domaines d’intérêts se regroupent comme suit :

Apprentissage tout au long de la vie [1-2] Recherche dans Internet ou Google [3-4] Enseignement [5-10] Media literacy [18-20]
Refonte des normes ACRL [11-13] Évaluation [14] Mouvements sociopolitiques [15-17]

Domaines disciplinaires

Les bulletins réguliers ne signalaient en général que les articles qui avaient une portée générale. Plusieurs articles intéressants qui ciblaient des usagers de domaines disciplinaires spécifiques ont donc été mis sur la glace. Le volume de publication sur l’année et demie se réparti comme suit :

Sciences de la santé [21-41] : Emphase sur la littératie en santé

Écoles primaires et secondaires [42-62]

Sciences humaines [63-77] : Cinq en langues, le reste réparti entre 1 à 2 articles en travail social, histoire, psychologie, sociologie, journalisme, humanités

Arts [78-86] : Le domaine de la musique compte pour presque la moitié des articles

Sciences [87-94] ; Droit [95-98] ; Gestion [99-102] ; Éducation [103]

Le professionnel qui souhaite élargir ses horizons en quête d’idées a donc intérêt à jeter un coup d’œil dans le domaine des sciences de la santé qui sont très actifs en termes de publications et mais aussi au niveau des écoles primaires et secondaires dont les articles offrent souvent une réflexion plus détaillée sur le design pédagogique. En sciences humaines, les articles dans le domaine des langues montrent une nette intégration des bibliothécaires dans les activités liées à la rédaction.

Thématiques qui se démarquent

Quelques thématiques ont été plus présentes en contexte de compétences informationnelles depuis le début de cette veille, notamment le thème de la collaboration avec 17 articles significatifs [104-120], l’évaluation avec 11 articles [121-131] et la dimension psychologique avec 7 articles [132-138]. D’autres thèmes sont à surveiller ou mériteraient une meilleure couverture : les personnes avec un handicap [139-140], les étudiants adultes [141], les médias sociaux [142] et finalement le libre accès [143].

Formation aux compétences informationnelles

Formation à distance

Plusieurs chercheurs se sont penchés sur la création de contenu et le design de tutoriel spécialement adaptés pour la clientèle suivant une formation en ligne [144-148]. Autre préoccupation inhérente à la poursuite de cours en ligne : l’évaluation et la rétroaction des acquis [149-152]. Un intérêt et une préoccupation ont été également relevés quant à la volonté d’atteindre et de s’ajuster aux étudiants internationaux lors des formations à distance [153-155]

Pédagogie

Plusieurs styles et méthodes d’enseignement ont été mentionnés, expérimentés et partagés dans les bibliothèques et différents milieux académiques. Voici quelques tendances observées dans les publications scientifiques et le monde de la recherche :

The new blended model, qui allie l’enseignement en présentiel, l’utilisation de tutoriels, l’offre d’ateliers et des rencontres (The 4 points of contact), et ce, à des moments stratégiques lors de la première année universitaire [156]. L’approche thématique est également privilégiée lors de formations aux compétences informationnelles intégrées dans un cours en particulier [157-158]. La pédagogie de la classe inversée (ou flipped classroom) a été expérimentée lors de formations en bibliothèques universitaires [159-160].

D’autre part, quelques méthodes et concepts ont été relevés dans un contexte différent des bibliothèques universitaires mais suscitent un certain intérêt :

Le concept de Teaching-Research Nexus, soit l’enseignement par et pour la recherche, dans un contexte de travail de session (p. ex. 161). L’utilisation d’un modèle pédagogique basé sur le conceptual frameworks dans le processus de recherche au doctorat est expérimenté (p. ex. 162). Afin d’encourager et d’impliquer les étudiants lors des cours de méthodologie de la recherche, la méthode d’enseignement continuing search est favorisée (par ex. 163).

Autres sujets d’intérêts : quelques tendances sur le plagiat [164-167) et un petit VoxPop étudiant [168-170).

Technologies

En ce qui a trait aux technologies, les médias sociaux occupent de plus en plus une place prépondérante dans l’enseignement académique [171] et s’intègrent de plus en plus dans la pratique de diffusion et de communication des bibliothèques universitaires (p.ex. 172). La technologie mobile, telles que les tablettes électroniques, les applications et téléphones intelligents sont de plus en plus considérés et utilisés comme outils pédagogiques lors des formations afin d’impliquer et stimuler la participation et l’apprentissage des étudiants [173-178].

Identité professionnelle

Plusieurs articles ont fait référence à la collaboration, le mentorat, la formation à distance ainsi qu’au bibliothécaire délocalisé et au bibliothécaire de liaison. Plusieurs auteurs affirment que le bibliothécaire doit développer des habilités en pédagogie (p.ex. 179) en plus d’habilités en information et technologie, en gestion, en communication, en leadership ainsi qu’en négociation.

Le support aux médias sociaux, l’analyse et la mise en valeur de l’expérience des utilisateurs, le support aux revues systématiques, l’analyse des informations cliniques, l’aide aux personnes du département académique et pour les profils de chercheur, le support aux outils bibliométriques et aux outils collaboratifs sont des rôles émergents. Le manque de temps semble le plus grand obstacle pour assurer ces tâches dans la profession (180).

Le rôle du bibliothécaire change graduellement et la profession évolue dans un environnement diversifié et complexe. Simpson [181] a remarqué une tendance d’embauche de professionnels qui ne sont pas issus des sciences de l’information en bibliothèque. La nature du travail et l’expertise semblent expliquer cette tendance dans les milieux académiques alors que les compressions budgétaires pourraient l’expliquer dans les milieux publics.

Les tops de l’année écoulée pour les articles les plus consultés dans les billets de veille

Nous avons regardé les liens qui avaient été les plus consultés dans nos différents bulletins de veille. Il s’agit d’une courte liste d’articles dont nos lecteurs ont désiré en savoir plus sur le sujet.

Un article que chaque auteur des billets a cité, car il touchait à plusieurs aspects des compétences informationnelles. Il s’agit de Massive Open Online Courses (MOOCs) and Their Impact on Academic Library Services: Exploring the Issues and Challenges en 2014 par Gore [182].

Il y a également les articles suivants, issus des billets sur le sujet de la formation aux compétences informationnelles :

Pour les billets du domaine des compétences informationnelles, nous retenons l’article « Faculty and student perceptions and behaviours related to information literacy: a pilot study using triangulation » en 2013 de Ganley et collaborateurs [186] ainsi que l’article “On the Horizon: Customer Engagement Technology World Conference in NYC: Parallels with Community Engagement in Libraries, en 2014 par Kasselman [187]

Finalement, un petit clin d’oeil sur les écrits passés. Il s’agit de l’article qui a été le plus consulté à travers l’ensemble des bulletins de veille. Il s’agit de “The role of the academic library in promoting student engagement in learning en 2003 par Kuh et Gonyea [188] ”qui avait été tire de l’étude de Oakleaf en 2015 : The Library’s Contribution to Student Learning: Inspirations and Aspirations [189].

 Liste des références bibliographiques

Livres

[1] Baker, K. 2013. Information Literacy and Cultural Heritage : Developing a Model for Lifelong Learning. Chandos Publishing. 9781843347200

[2] Crawford, J. et Irving, C. 2013. Information Literacy and Lifelong Learning : Policy Issues, the Workplace, Health and Public Libraries. Elsevier. 9781843346821

[3] Bradley, P. 2013. Expert Internet Searching, Fourth Edition. Facet Publishing. 9781856046053

[4] Devine, J. et Egger-Sider, F. 2013. Going beyond google again : strategies for using and teaching the invisible web. ALA Neal-Schuman. 9781555708986

[5] Buchanan, H.E. et McDonough, B. A. 2014. The One-Shot Library Instruction Survival Guide. ALA Editions. 978-0-8389-1215-7

[6] Calkins, K.et Kvenild, C. 2014. The Embedded Librarian’s Cookbook. ACRL. 9780838986936

[7] Hepworth, M. et Walton, G. 2013. Developing People’s Information Capabilities: Fostering Information Literacy in Educational, Workplace and Community Contexts. Emerald Group Publishing. 9781781907665

[8] Lanning, S. 2014. Reference and Instructional Services for Information Literacy Skills in School Libraries, 3rd Edition. Libraries Unlimited. 9781610696715

[9] Ragains, P. 2013. Information Literacy Instruction that Works: A Guide to Teaching by Discipline and Student Population, Second Edition. ALA Neal-Schuman. 9781555708603

[10] Ragains, P. 2013. Information Literacy Instruction That Works: A Guide to Teaching by Discipline and Student Population, Second Edition. ALA-Neal Schuman. 9781555708603

[11] Erickson, H. L. et Lanning, L. A. 2014. Transitioning to Concept-Based Curriculum and Instruction: How to Bring Content and Process Together. Corwin Press. 9781452290195

[12] Mackey, T. P. et Jacobson, T. E. 2014. Metaliteracy: Reinventing Information Literacy to Empower Learners. ALA Neal-Schuman. 9781555709891

[13] Secker, J. et Coonan, E. 2013. Rethinking Information Literacy: A practical framework supporting learning. Facet publishing. 978-1856048224

[14] Danielson, C. 2014. The Framework for Teaching Evaluation Instrument, 2013 Edition: The Newest Rubric Enhancing the Links to the Common Core State Standards, with Clarity of Language for Ease of Use and Scoring. The Danielson Group. 9780615747002

[15] Davis-Kahl, S. et Kaye Hensley, M. 2013. Common Ground at the Nexus of Information Literacy and Scholarly Communication. ACRL. 9780838986219

[16] Higgins, S. et Gregory, L. 2013. Information Literacy and Social Justice: Radical Professional Praxis. Library Juice Press. 978-1-936117-56-7

[17] Whitworth. A. 2014. Radical Information Literacy: Reclaiming the Political Heart of the IL Movement. Chandos Publishing. 978-1843347484

[18] Hobbs, R. 2013. Discovering Media Literacy: Teaching Digital Media and Popular Culture in Elementary School. Corwin. 9781452205632

[19] Silverblatt, A. 2013. The Praeger Handbook of Media Literacy [2 volumes]. Preager. 9780313392818

[20] Silverblatt, A. 2014. Media Literacy: Keys to Interpreting Media Messages, 4th Edition. Praeger. 9781440831157

Domaines disciplinaires

SCIENCES DE LA SANTÉ

[21] Babalola, Y. T., Opeke, R. O., & Aja, G. N. (2014). Determinants of the use of food product information by female workers in Nigerian state universities. Information Development, 30(4), 332-341.

[22] Chen, W., Lee, K.-H., Straubhaar, J.D. et Spence, J. (2014). Getting a second opinion: Social capital, digital inequalities, and health information repertoires. Journal of the Association for Information Science and Technology, 65(12), 2552-2563.

[23] Chiarella, D., Khadem, T. M., Brown, J. E., & Wrobel, M. J. (2014). Information literacy skills retention over the first professional year of pharmacy school. Med Ref Serv Q, 33(3), 302-312.

[24] David Johnson, J. (2014). Health-related information seeking: Is it worth it? Information Processing & Management, 50(5), 708-717.

[25] De Groote, S. L., Shultz, M., & Blecic, D. D. (2014). Information-seeking behavior and the use of online resources: a snapshot of current health sciences faculty. Journal of the Medical Library Association : JMLA, 102(3), 169-176.

[26] Dold, C. J. (2014). Critical Information Literacy: A Model for Transdisciplinary Research in Behavioral Sciences. The Journal of Academic Librarianship, 40(2), 179-184.

[27] Ebenezer, C. (2015). Nurses’ and midwives’ information behaviour: a review of literature from 1998 to 2014. New Library World, 116(3/4), 155-172.

[28] Figg, B. (2014). Healthcare Workers’ Choices for Medical Literature. The Serials Librarian, 67(3), 248-259.

[29] Godbold, N. (2013). Listening to bodies and watching machines: Developing health information skills, tools and services for people living with chronic kidney disease. Australian Academic & Research Libraries, 44(1), 14-28.

[30] Knapp, M. et Brower, S. (2014). The ACRL framework for information literacy in higher education: implications for health sciences librarianship. Med Ref Serv Q, 33(4), 460-468.

[31] Kumar, S., Wu, L., & Reynolds, R. (2014). Embedded Librarian Within an Online Health Informatics Graduate Research Course: A Case Study. Med Ref Serv Q, 33(1), 51-59.

[32] Lata, S., & Sharma, S. (2013). Information Literacy among Faculty and Students of Postgraduate Institute of Medical Education and Research, Chandigarh and Pt. B. D. Sharma University of Health Sciences, Rohtak. International Journal of Information Disseminaion and technology, 3(4), 244-248.

[33] Lê, M.-L. (2014). Information needs of public health students. Health Information & Libraries Journal, 31(4), 274-292.

[34] Lloyd, A., Bonner, A., & Dawson-Rose, C. (2013). The health information practices of people living with chronic health conditions: Implications for health literacy. Journal of Librarianship and Information Science.

[35] Nordsteien, A., Thengs Horntvedt, M.-E. et Holmen, N.T. (2013). The development of a model for teaching information literacy to nursing students through cross-professional collaboration. Nordic Journal of Information Literacy in Higher Education, 5(1), 32-37.

[36] Pannabecker, V., Barroso, C. S., & Lehmann, J. (2014). The Flipped Classroom: Student-Driven Library Research Sessions for Nutrition Education. Internet Reference Services Quarterly, 19(3-4), 139-162.

[37] Perryman, C. (2014). Diagnoses, Drugs, and Treatment Are the Main Information Needs of Primary Care Physicians and Nurses, and the Internet Is the Information Source Most Commonly Used to Meet These Needs. Evidence Based Library and Information Practice, 9(3), 107-109.

[38] Rana, G. K. (2014). Information empowerment: predeparture resource training for students in global health. Journal of the Medical Library Association : JMLA, 102(2), 101-104.

[39] Walters, K., Bolich, C., Duffy, D., Quinn, C., Walsh, K. et Connolly, S. (2014). Developing Online Tutorials to Improve Information Literacy Skills for Second-Year Nursing Students of University College Dublin. New Review of Academic Librarianship, 21(1), 7-29.

[40] Zhang, J., Zhao, Y., & Dimitroff, A. (2014). A study on health care consumers’ diabetes term usage across identified categories. Aslib Journal of Information Management, 66(4), 443-463.

[41] Zhang, Y. (2014). Searching for specific health-related information in MedlinePlus: Behavioral patterns and user experience. Journal of the Association for Information Science and Technology, 65(1), 53-68.

ÉCOLES PRIMAIRES ET SECONDAIRES

[42] Ash-Argyle, R., & Shoham, S. (2014). Professional self-efficacy and role perception of school librarians and their impact on the development of students’ information literacy: an evidence-based study. Journal of Information Literacy, 8(2), 118-140.

[43] Brodsky, M., & Vahab, D. (2014). ELL History/Social Studies: Teaching Literacy through iBooks and Podcasts. School Library Monthly, 30(5), 51-52.

[44] Callison, D., & Baker, K. (2014). Elements of information inquiry, evolution of models, & measured reflection. Knowledge Quest, 43(2), 18.

[45] Chen, L. C., Chen, Y.-H., & Ma, W. I. (2014). Effects of integrated information literacy on science learning and problem-solving among seventh-grade students. Malaysian Journal of Library & Information Science, 19(2), 35-51.

[46] Chen, L. C., Yan, R.-D., & Huang, T.-W. (2014). The Effects of Inquiry-Based Integrated Information Literacy Instruction: Four-Year Trends. Journal of Educational Media & Library Sciences, 51(4), 1-28.

[47] Fontichiaro, K. (2014). « I Can’t Do Inquiry! I’m on a Fixed Schedule! ». School Library Monthly, 30(5), 49.

[48] Foo, S., Majid, S., Mokhtar, I. A., Zhang, X., Chang, Y.-K., Luyt, B., & Theng, Y.-L. (2014). Information literacy skills of secondary school students in Singapore. Aslib Journal of Information Management, 66(1), 54-76.

[49] Greene Taylor, N., Subramaniam, M., & Waugh, A. (2015). The School Librarian as Learning Alchemist : Transforming the Future of Education. American Libraries, 46(3/4), 38-40.

[50] Jutharat, C., Lampang, M., & Chollabhas, V. (2014). Learning Styles: Factors Affecting Information Behavior of Thai Youth. LIBRES: Library & Information Science Research Electronic Journal, 24(1), 50-61.

[51] Keeling, M. (2014). An Exploration of the Inquiry Process. Knowledge Quest, 43(2), 6.

[52] Lo, P., Chen, J. C.-c., Dukic, Z., Youn, Y.-r., Hirakue, Y., Nakahima, M., & Yang, G. (2014). The roles of the school librarians as information literacy specialists. New Library World, 115(7/8), 314-339.

[53] Montgomery, B. (2014). A Case for Browsing: An Empowering Research Strategy for Elementary Learners. Knowledge Quest, 43(2), E5.

[54] Naluai, N. (2014). Approaching the Inquiry Process from a CULTURAL PERSPECTIVE. Knowledge Quest, 43(2), 38.

[55] Pickard, A. J., Shenton, A. K., & Johnson, A. (2012). Young people and the evaluation of information on the World Wide Web: Principles, practice and beliefs. Journal of Librarianship and Information Science.

[56] Rabbat, S. (2014). Designing inquiry for upper elementary students: lessons learned from driver’s ed. Knowledge Quest, 43(2), 34.

[57] Radoicich, B. (2014). Where do Libraries Fit? CSLA Journal, 38(2), 32.

[58] Rodney-Wellington, K.-A. (2014). An examination of information literacy instruction on the information seeking skills of primary school children in Jamaica: an experiment using grade six students. Journal of Information Literacy, 8(2), 73-100.

[59] Shenton, A. K., & Pickard, A. J. (2014). Facilitating Pupil Thinking About Information Literacy. New Review of Children’s Literature and Librarianship, 20(1), 64-79.

[60] Søvik, M. B. (2014). Practices of ambiguity: becoming « information literate » in two Norwegian schools. Journal of Information Literacy, 8(2), 101-117.

[61] Varlejs, J., Stec, E., & Kwon, H. (2014). Factors Affecting Students’ Information Literacy as They Transition from High School to College. School Library Research, 17, 1-23.

[62] Vaughan, L., & Smith, S. (2013). K-12 LibGuides: A Flexible Platform For Integrating Info Lit and Promoting Your Library. CSLA Journal, Spring, 21-24.

SCIENCES HUMAINES

[63] Bausman, M. et Ward, S.L. (2015). Library Awareness and Use Among Graduate Social Work Students: An Assessment and Action Research Project. Behavioral & Social Sciences Librarian, 34(1), 16-36.

[64] Bombaro, C. (2014). Overcoming the barriers to information literacy programs : CALM Lab for English Majors at Dickinson College. Reference Services Review, 42(2), 246-262.

[65] Cassidy, E. D., & Hendrickson, K. E. (2013). Faculty–Librarian Micro-Level Collaboration in an Online Graduate History Course. The Journal of Academic Librarianship, 39(6), 458-463.

[66] Hess, A. N. (2014). Online and Face-to-Face Library Instruction: Assessing the Impact on Upper-Level Sociology Undergraduates. Behavioral & Social Sciences Librarian, 33(3), 132-147.

[67] Jacobs, H. L. M. (2014). Pedagogies of possibility within the disciplines: critical information literacy and literatures in english. Communications in Information Literacy, 8(2), 192-207.

[68] Johnston, N., Partridge, H. et Hughes, H. (2014). Understanding the information literacy experiences of EFL (English as a foreign language) students. Reference Services Review, 42(4), 552-568.

[69] Jumonville, A. (2014). The Humanities in process, not crisis: Information literacy as a means of low-stakes course innovation. College & Research Libraries News, 75(2), 84-87.

[70] Kimberly, P. et Armstrong, A. (2014). Psychology Guides and Information Literacy: The Current Landscape and a Proposed Framework for Standards-Based Development. Reference Services Review, 42(2), 293-304.

[71] Kitchin, S., & Lampitt, S. (2014). Evaluation of a self-audit tool to support information skills development in postgraduate students. SCONUL Focus(59), 54-59.

[72] Klipfel, K. M. (2014). Authentic engagement: Assessing the effects of authenticity on student engagement and information literacy in academic library instruction. Reference Services Review, 42(2), 229-245.

[73] MacMillan, M. E. (2014). Fostering the integration of information literacy and journalism practice: a long-term study of journalism students. Journal of Information Literacy, 8(2), 3-22.

[74] Madden, R. (2014). Information behaviour of humanities PhDs on an information literacy course. Reference Services Review, 42(1), 90-107.

[75] Milczarski, V. et Maynard, A. (2015). Improving Information Literacy Skills for Psychology Majors: The Development of a Case Study Technique. College & Undergraduate Libraries, 22(1), 35-44.

[76] Morris, S., Mykytiuk, L., & Weiner, S. (2014). Archival Literacy for History Students: Identifying Faculty Expectations of Archival Research Skills The American Archivist, 77(2), 394-424.

[77] Rinto, E. E., & Cogbill-Seiders, E. I. (2015). Library Instruction and Themed Composition Courses: An Investigation of Factors that Impact Student Learning. Journal of Academic Librarianship, 41(1), 14-20.

ARTS

[78] Zanin-Yost, A. et Reitz, C.L. (2014). Information Literacy in Music History: Fostering Success in Teaching and Learning. Journal of Library Administration, 54(7), 562-572.

[79] Hiroshi, Y. (2014). Click and It Will Be Opened to You: How Google Has Changed Musicological Research. Fontes Artis Musicae, 61(3), 296-300.

[80] Clark, J. C. (2014). Information-Seeking Behavior and Library Use by Distance Education Graduate Music Education Students. Music Reference Services Quarterly, 17(4), 207-225.

[81] Dougan, K. (2015). Finding the Right Notes: An Observational Study of Score and Recording Seeking Behaviors of Music Students. The Journal of Academic Librarianship, 41(1), 61-67.

[81] Gendron, H., & Sclippa, E. (2014). Where Visual and Information Literacies Meet: Redesigning Research Skills Teaching and Assessment for Large Art History Survey Courses. Art Documentation: Bulletin of the Art Libraries Society of North America, 33(2), 327-344.

[83] Islam, M. M., & Rahman, M. A. (2014). Assessing Information Literacy Competency of Arts Faculty Students at the University of Dhaka. Library Philosophy & Practice, May, 2-17.

[84] Foster, F. (2014). Exposing literacies in a co-culture. Computers in Libraries, 34(4), 4-32.

[85] Skov, M., & Ingwersen, P. (2014). Museum Web search behavior of special interest visitors. Library & Information Science Research, 36(2), 91-98.

[86] Sayyad Abdi, E., Partridge, H., & Bruce, C. (2013). Website designers: how do they experience information literacy? The Australian Library Journal, 62(1), 40-52.

SCIENCES

[87] Åman, K. G. (2013). Information literacy progression within the Environmental science program at Linköping University. Nordic Journal of Information Literacy in Higher Education, 5(1), 22-26.

[88] Gregory, K. (2014). Laboratory Logistics: Strategies for Integrating Information Literacy Instruction into Science Laboratory Classes. Issues in Science and Technology Librarianship(74).

[89] Liyana, S., & Noorhidawati, A. (2014). How graduate students seek for information: Convenience or guaranteed result? Malaysian Journal of Library & Information Science, 19(2), 1-15.

[90] Maddison, T., Beneteau, D., & Sokoloski, B. (2012). Breaking Ground: Improving Undergraduate Engineering Projects through Flipped Teaching of Literature Search Techniques. Issues in Science and Technology Librarianship(78).

[91] Mandernach, A., Shorish, Y., & Reisner, B. A. (2014). The Evolution of Library Instruction Delivery in the Chemistry Curriculum Informed by Mixed Assessment Methods. Issues in Science and Technology Librarianship(74). Retrieved from

[92] Pan, D., Ferrer-Vinent, I. J., & Bruehl, M. (2014). Library Value in the Classroom: Assessing Student Learning Outcomes from Instruction and Collections. The Journal of Academic Librarianship, 40(3–4), 332-338.

[93] Peters, M. C. (2014). Information Competencies for Chemistry Undergraduates and Related Collaborative Endeavors. Issues in Science and Technology Librarianship(78).

[94] Talikka, M., Eskelinen, H., & Varri, H. (2014). Does IL Education Have an Impact on Undergraduate Engineering Students’ Research Skills. Paper presented at the IATUL Annual Conference.

DROIT

[95] Bhatt, A.A. (2014). Information needs, perceptions and quests of law faculty in the digital era. The Electronic Library, 32(5), 659-669.

[96] Elizabeth Peura, C. (2014). Electronic Legal Research Tools: An Examination of the Resources Available, Training of New Attorneys, and Employer Expectations. Legal Reference Services Quarterly, 33(4), 269-291.

[97] Lawal, V., & Underwood, P. (2014). Information Literacy Learning Outcomes Among Undergraduate Law Students in Two African Universities. Law Library Journal, 106(3), 431-443.

[98] Lawal, V., Stilwell, C., Kuhn, R., & Underwood, P. G. (2014). Information literacy-related practices in the legal workplace: The applicability of Kuhlthau’s model to the legal profession. Journal of Librarianship and Information Science.

GESTION

[99] Griffis, P. J. (2014). Information Literacy in Business Education Experiential Learning Programs. Journal of Business & Finance Librarianship, 19(4), 333-341.

[100] Mills, C. P. (2014). Trade Book Collections to Support Teaching Economics Undergraduates: Notes, Suggestions, and Bibliography. Journal of Business & Finance Librarianship, 19(3), 256-274.

[101] Quinn, T., & Leligdon, L. (2014). Executive MBA Students’ Information Skills and Knowledge: Discovering the Difference Between Work and Academics. Journal of Business & Finance Librarianship, 19(3), 234-255.

[102] Skipton, M. D., & Bail, J. (2014). Cognitive Processes and Information Literacy: Some Initial Results From a Survey of Business Students’ Learning Activities. Journal of Business & Finance Librarianship, 19(3), 181-233.

ÉDUCATION

[103] Chua, M. (2014). Special library in teacher training and information literacy. New Library World, 115(3/4), 175-178.

Thématiques qui se démarquent

COLLABORATION

[104] Booker, L. (2014). Fostering Collaborations to Support Adult Learners in Research and Writing. Indiana Libraries, 33(2), 76-79.

[105] Farmer, L. (2014). Team Up for College Readiness. School Library Journal, 60(10), 16.

[106] Keyes, A., & Barbier, P. (2013). Librarian–Faculty Collaboration on a Library Research Assignment and Module for College Experience Classes. Community & Junior College Libraries, 19(3-4), 93-103.

[107] Kim, J., & Lee, J. (2014). Knowledge Construction and Information Seeking in Collaborative Learning / La construction des connaissances et la recherche d’information dans l’apprentissage collaboratif. Canadian Journal of Information and Library Science, 38(1), 1-21.

[108] Lundstrom, K., Fagerheim, B. A., & Benson, E. (2014). Librarians and instructors developing student learning outcomes. Reference Services Review, 42(3), 484-498.

[109] Palsson, F., & McDade, C. L. (2014). Factors Affecting the Successful Implementation of a Common Assignment for First-Year Composition Information Literacy. College & Undergraduate Libraries, 21(2), 193-209.

[110] Purcell, S., & Barrell, R. (2014). The value of collaboration: raising confidence and skills in information literacy with first year Initial Teacher Education students. Journal of Information Literacy, 8(2), 56-70.

[111] Puttonen, K. (2014). Information Specialist and ICT Lecturer Co-Teach an Online Course: A New Way and What Students Think About It. Nordic Journal of Information Literacy in Higher Education, 6(1), 52-64.

[112] Rawson, C. H. (2014). Every Flower in the Garden: Collaboration Between School Librarians and Science Teachers. School Libraries Worldwide, 20(1), 20-28.

[113] Renugadevi, S., Geetha, T. V., Gayathiri, R. L., Prathyusha, S., & Kaviya, T. (2014). Collaborative search using an implicitly formed academic network. Aslib Journal of Information Management, 66(5), 537-552.

[114] Ringle, M. (2014). Redesigning Library Instruction: A Collaborative Process. Indiana Libraries, 33(2), 68-70.

[115] Rushton, D., & Lahlafi, A. (2013). The value and impact of cross professional collaborations in developing student information and academic literacy skills at Sheffield Hallam University, UK. Nordic Journal of Information Literacy in Higher Education, 5(1), 38-43.

[116] Shah, C. (2014). Collaborative information seeking. Journal of the Association for Information Science and Technology, 65(2), 215-236.

[117] Shields, K. (2014). Research Partners, Teaching Partners: A Collaboration between FYC Faculty and Librarians to Study Students’ Research and Writing Habits. Internet Reference Services Quarterly, 19(3-4), 207-218.

[118] Smith, A.-M. (2013). Understanding the Relationship Between the Librarian and the Academic. New Review of Academic Librarianship, 20(1), 29-48.

[119] White-Farnham, J., & Gardner, C. C. (2014). Crowdsourcing the curriculum. Reference Services Review, 42(2), 277-292.

[120] Zauha, J. (2014). Peering into the writing center: Information literacy as a collaborative conversation. Communications in Information Literacy, 8(1), 1-6.

ÉVALUATION

[121] Gewirtz, S. (2014). Evaluating An Instruction Program With Various Assessment Measures. Information Literacy Commons.

[122] Jastram, I., Leebaw, D., & Tompkins, H. (2014). Situating Information Literacy Within the Curriculum: Using a Rubric to Shape a Program. Portal: Libraries and the Academy, 14(2), 165–186.

[123] Fosnacht, K. (2014). Information literacy and NSSE: Introducing the Experiences with Information Literacy Module. College & Research Libraries News, 75(9), 490-500.

[124] Pinto, M. (2015). Viewing and exploring the subject area of information literacy assessment in higher education (2000–2011). Scientometrics, 102(1), 227-245.

[125] Fuller, C., Byerly, G., Kearley, D., & Ramin, L. (2014). COMMUNITY COLLABORATION for Inquiry Success. Knowledge Quest, 43(2), 56.

[126] Wickramanayake, L. (2014). An assessment of academic librarians’ instructional performance in Sri Lanka. Reference Services Review, 42(2), 364-383.

[127] Mezick, E. M. (2015). Relationship of Library Assessment to Student Retention. The Journal of Academic Librarianship, 41(1), 31-36.

[128] Chang, N., & Chen, L. (2014). Evaluating the learning effectiveness of an online Information Literacy Class based on the Kirkpatrick framewor. Libri : International Journal of Libraries & Information Services, 64(3), 211-223.

[129] Butler, W. (2014). Is my info lit program effective? answers from our assessments. Library Media Connection, 33(1), 20-23.

[130] McKinney, P. (2013). Information literacy and inquiry-based learning: Evaluation of a five-year programme of curriculum development. Journal of Librarianship and Information Science.

[131] Sen, B. A., & McKinney, P. (2014). The SEA-change Model in Information Literacy: Assessing Information Literacy Development with Reflective Writing. Nordic Journal of Information Literacy in Higher Education, 6(1), 6-22.

DIMENSION PSYCHOLOGIQUE

[132] Badke, W. (2014). The Convenience Factor in Information Seeking. Online Searcher, 38(6), 68-70.

[133] Barack, L. (2014). Good Research Habits Pay Off. School Library Journal, 60(9), 14.

[134] Chan, C.-H., Hsieh, C.-W., & Chen, S. Y. (2014). Cognitive styles and the use of electronic journals in a mobile context. Journal of Documentation, 70(6), 997-1014.

[135] Chowdhury, S., Gibb, F., & Landoni, M. (2014). A model of uncertainty and its relation to information seeking and retrieval (IS&R). Journal of Documentation, 70(4), 575-604.

[136] Hariri, N., Asadi, M., & Mansourian, Y. (2014). The impact of users’ verbal/imagery cognitive styles on their Web search behavior. Aslib Journal of Information Management, 66(4), 401-423.

[137] Heinström, J., Sormunen, E., & Kaunisto-Laine, S. (2014). Spanning information behaviour across the stages of a learning task. Journal of Documentation, 70(6), 1076-1097.

[138] Matteson., M. L. (2013). The Whole Student: Cognition, Emotion, and Information Literacy. College & Research Libraries.

PERSONNES AVEC UN HANDICAP

[139] Gooda Sahib, N., Tombros, A., & Stockman, T. (2014). Investigating the behavior of visually impaired users for multi-session search tasks. Journal of the Association for Information Science and Technology, 65(1), 69-83.

[140] Nassimbeni, M., & de Jager, K. (2014). Even We Can Read: Evaluating the Impact of a Project to Expand Library Services to Visually Impaired Users in Rural South Africa. Libri : International Journal of Libraries & Information Services, 64(3), 247-253.

ÉTUDIANTS ADULTES

[141] Clark, S. (2014). Exploring the lived information-seeking experiences of mature students. Journal of Information Literacy, 8(1), 58-84.

MÉDIAS SOCIAUX

[142] Kim, K.-S., Sin, S.-C. J., & Tsai, T.-I. (2014). Individual Differences in Social Media Use for Information Seeking. The Journal of Academic Librarianship, 40(2), 171-178.

LIBRE ACCÈS

[143] Leon, R. (2014). The information literacy implications of the bohannon sting. Communications in Information Literacy, 8(2), 160-166.

Formation aux compétences informationnelles

[144] Baker, R. L. (2014). Designing LibGuides as Instructional Tools for Critical Thinking and Effective Online Learning. Journal of Library & Information Services In Distance Learning, 8(3-4), 107-117.

[145] Moorefield-Lang, H., & Hall, T. (2015). Instruction on the Go: Reaching Out to Students from the Academic Library. Journal of Library & Information Services In Distance Learning, 9(1/2), 57-68.

[146] Mudd, A., Summey, T., & Upson, M. (2015). It Takes a Village to Design a Course: Embedding a Librarian in Course Design. Journal of Library & Information Services In Distance Learning, 9(1/2), 69-88.

[147] Mune, C., Goldman, C., Higgins, S., Eby, L., Chan, E. K., & Crotty, L. (2015). Developing Adaptable Online Information Literacy Modules for a Learning Management System. Journal of Library & Information Services In Distance Learning, 9(1/2), 101-118.

[148] Pickens, K., & Witte, G. (2015). Circle the Wagons & Bust Out the Big Guns! Tame the “Wild West” of Distance Librarianship Using Quality Matters Benchmarks. Journal of Library & Information Services In Distance Learning, 9(1/2), 119-132.

[149] Carruthers, C., McCarron, B., Bolan, P., Devine, A., McMahon-Beattie, U., & Burns, A. (2014). ‘I like the sound of that’ – an evaluation of providing audio feedback via the virtual learning environment for summative assessment. Assessment & Evaluation in Higher Education, 1-19.

[150] Ladyshewsky, R. K. (2014). Post-graduate student performance in ‘supervised in-class’ vs. ‘unsupervised online’ multiple choice tests: implications for cheating and test security. Assessment & Evaluation in Higher Education, 1-15.

[151] Rienties, B. (2014). Understanding academics’ resistance towards (online) student evaluation. Assessment & Evaluation in Higher Education, 39(8), 987-1001.

[152] Twomey, B. (2015). Authentic Assessments: Praxis for the Distance Librarian. Journal of Library & Information Services In Distance Learning, 9(1/2), 170-178.

[153] Avery, B. F., & Batman, C. (2014). Dusty Relic to Shining Treasure: Embedded in a Multicultural Environment. Journal of Library & Information Services In Distance Learning, 8(3-4), 96-106.

[154] Gemmell, I., Harrison, R., Clegg, J., & Reed, K. (2014). Internationalisation in online distance learning postgraduate education: a case study on student views on learning alongside students from other countries. Innovations in Education and Teaching International, 1-11.

[155] Richardson, J. T. E., Alden Rivers, B., & Whitelock, D. (2015). The role of feedback in the under-attainment of ethnic minority students: evidence from distance education. Assessment & Evaluation in Higher Education, 40(4), 557-573.

[156] Nelson, J., Morrison, J., & Whitson, L. (2015). Piloting a blended model for sustainable IL programming. Reference Services Review, 43(1), 137-151.

[157] Price, E., & Richardson, R. (2015). Integrating the thematic approach into information literacy courses. Reference Services Review, 43(1), 125-136.

[158] Rinto, E. E., & Cogbill-Seiders, E. I. (2015). Library Instruction and Themed Composition Courses: An Investigation of Factors that Impact Student Learning. The Journal of Academic Librarianship, 41(1), 14-20.

[159] Fawley, N. (2014). Flipped Classrooms. American Libraries, 45(9/10), 19-19.

[160] Rivera, E. (2015). Using the Flipped Classroom Model in Your Library Instruction Course. Reference Librarian, 56(1), 34-41.

[161] Fulkerson, D. (2014). The Flipped Classroom and Media for Library Instruction: Changing Library Instruction. Against the Grain, 26(4), 17-21.

[162] Casanovas-Rubio, M. d. M., Ahearn, A., Ramos, G., & Popo-Ola, S. (2014). The research–teaching nexus: using a construction teaching event as a research tool. Innovations in Education and Teaching International, 1-15.

[163] Berman, J., & Smyth, R. (2015). Conceptual frameworks in the doctoral research process: a pedagogical model. Innovations in Education & Teaching International, 52(2), 125-136.

[164] Bell, R. (2014). The continuing search to find a more effective and less intimidating way to teach research methods in higher education. Innovations in Education and Teaching International, 1-11.

[165] Eret, E., & Ok, A. (2014). Internet plagiarism in higher education: tendencies, triggering factors and reasons among teacher candidates. Assessment & Evaluation in Higher Education, 39(8), 1002-1016.

[166] Jones, M., & Sheridan, L. (2014). Back translation: an emerging sophisticated cyber strategy to subvert advances in ‘digital age’ plagiarism detection and prevention. Assessment & Evaluation in Higher Education, 1-13.

[167] Strittmatter, C., & Bratton, V. K. (2014). Plagiarism Awareness among Students: Assessing Integration of Ethics Theory into Library Instruction. College & Research Libraries, 75(5), 736-752.

[168] Arce Espinoza, L., & Monge Nájera, J. (2014). How to correct teaching methods that favour plagiarism: recommendations from teachers and students in a Spanish language distance education university. Assessment & Evaluation in Higher Education, 1-9.

[169] Bradley, S., Kirby, E., & Madriaga, M. (2014). What students value as inspirational and transformative teaching. Innovations in Education and Teaching International, 1-12.

[170] Brooman, S., Darwent, S., & Pimor, A. (2014). The student voice in higher education curriculum design: is there value in listening? Innovations in Education and Teaching International, 1-12.

[171] Megele, C. (2014). eABLE: embedding social media in academic curriculum as a learning and assessment strategy to enhance students learning and e-professionalism. Innovations in Education and Teaching International, 1-12.

[172] Palmer, S. (2014). Characterizing University Library Use of Social Media: A Case Study of Twitter and Facebook from Australia. The Journal of Academic Librarianship, 40(6), 611-619.

[173] Felts, J. W. (2014). Enhancing Mobility: Integrating New Services into Your Library’s Mobile Platform to Increase Traffic. Journal of Library & Information Services In Distance Learning, 8(3-4), 263-274.

[174] Hahn, J. (2015). The Student/Library Computer Science Collaborative. portal: Libraries & the Academy, 15(2), 287-298.

[175] Hayman, R., & Smith, E. E. (2015). Sustainable decision making for emerging educational technologies in libraries. Reference Services Review, 43(1), 7-18.

[176] Hutchison, A., & Beschorner, B. (2014). Using the iPad as a tool to support literacy instruction. Technology, Pedagogy and Education, 1-16.

[177] Moore, C., Black, J., Glackin, B., Ruppel, M., & Watson, E. (2015). Integrating Information Literacy, the POGIL Method, and iPads into a Foundational Studies Program. The Journal of Academic Librarianship, 41(2), 155-169.

[178] Zamani-Miandashti, N., & Ataei, P. (2014). College students’ perceptions of short message service-supported collaborative learning. Innovations in Education and Teaching International, 1-11.

Identité professionnelle

[179] Abram, Stephen. 2013. Teacher-Librarian Education: Time for a Rethink? Internet @ Schools 20 (3):17-19.

[180] Crum, J. A. et Cooper, I. D. 2013. Emerging roles for biomedical librarians: A survey of current practice, challenges, and changes. Journal of the Medical Library Association 101 (4):278-286.

[181] Simpson, B. 2013. Hiring Non-MLS librarians: Trends and training implications. Library Leadership and Management 28 (1):1-15.

Les tops de l’année écoulée

[182] Gore, H. (2014). Massive Open Online Courses (MOOCs) and Their Impact on Academic Library Services: Exploring the Issues and Challenges. New Review of Academic Librarianship, 20(1), 4-28.

[183] Dewan, P., et Steeleworthy, M. (2013). Incorporating Online Instruction in Academic Libraries: Getting Ahead of the Curve. Journal of Library & Information Services in Distance Learning, 7(3), 278-296.

[184] Bladek, M., et Okamoto, K. (2014). What’s Theory Got to Do with It? Applying Educational Theory and Research to Revamp Freshman Library Workshops. College & Undergraduate Libraries, 21(1), 19-36.

[185] Moselen, C., & Wang, L. (2014). Integrating Information Literacy into Academic Curricula: A Professional Development Programme for Librarians at the University of Auckland. The Journal of Academic Librarianship, 40(2), 116-123.

[186] Ganley, Barbara Jean; Gilbert, Amy  et Rosario, Dianne. (2013). « Faculty and student perceptions and behaviours related to information literacy: a pilot study using triangulation »Journal of Information Literacy. Vol. 7, no 2, p. 80-96.

[187] Kesselman, Martin. 2014. “On the Horizon: Customer Engagement Technology World Conference in NYC: Parallels with Community Engagement in Libraries.” Library Hi Tech News 31(2):1–4.  .

[188] Kuh GD & Gonyea RM (2003) The role of the academic library in promoting student engagement in learning. College and Research Libraries 64(4):256-282.

[189] Oakleaf M (2015) The Library’s Contribution to Student Learning: Inspirations and Aspirations. College & Research Libraries 76(3):353-358.

About Michel Courcelles

Bibliothécaire responsable INRS-Institut Armand-Frappier Membre du comité de gestion du service de documentation et d'information spécialisées de l'INRS Membre du groupe de travail des compétences informationnelles de l'Université du Québec

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