Archive of
School Libraries and Resource Centers Section
64th IFLA General Conference
Amsterdam, Netherlands, 1998
Theme: Reading Promotion and Information Technology
Reading skills and electronic
CLAUDE MORIZIO (Institut Universitaire de formation des maitres Jaunay-Clan,
France
The reading of electronic documents leads every trainer to ponder
on the specific skills that are required for its achievement.
Reading to search information already requires the mastery of different
codes, but reading on screen is difficult all the more, for it is
disturbed by different items (buttons, directional informations...)
and the text must be read on a vertical level, not horizontally as
it is usually done, thus modifying the reader's spatial representations.
In printed documents, the access to information is meant through
intermediate tools, like index pages or tables of contents. The hypertextual
functions avalaible in electronic books deeply change the reader's
progress in the information corpus. They introduce interactivity and
individual course. But the immateriality of supports causes a deficiency
in evaluating the volume of information or data which is available.
In new information supports, searching information is possible together
with gathering, to keep memory of it somewhere, or to work upon it
later on. The reader becomes thus a writer, and can even take place
in the debate.
The development of information and communication technologies reaffirm
the position of the written word in our society. And the educational
systems must be aware of it to prevent pupils from a new kind of illettrism
by proposing adequate training sessions to help pupils to develop
plural reading skills.
Children's
paperless projects: inspiring research via the web
DANIA BILAL and JINX STAPELTON WATSON
This paper reports preliminary results of a study that investigated
a group of 7th grade science students' search strategies in using Yahooligans,
a World Wide Web search engine and directory designed for children,
and their subsequent success and failure in retrieving relevant documents
for their paperless research projects. Results showed that children's
success was affected by the type of questions they searched (i.e. factual
vs. research).
Their success level in retrieving relevant documents for the assigned
research question was zero percent, whereas it was thirty percent
(30%) for the factual question. This study has implications for student
training and for World Wide Web search engine design.
Internet
resources for reading promotion
LAUREL ANNE CLYDE
Despite pessimistic predictions about the future of books
and reading in an era of information technology, there is no real evidence
that the Internet is going to lead to "the death of the book" or even
a decline in reading. The reality is that the use of new information
and communications technologies requires sophisticated reading skills
and has so far resulted in an increase in book and magazine publishing,
at least in fields related to the new technology. In addition, the small
amount of research that has been done suggests that young people who
use the Internet are also likely to be readers. Further, the Internet
provides access to many resources that can be used for reading promotion.
These resources include World Wide Web sites/pages for teachers and
teacher librarians and/or parents, and sites/pages aimed at young people.
Web pages for reading promotion have been created by professional organizations,
public libraries, publishers, among others.
School
librarians, teachers and students facing together the challenge of
literacy in the information society: the case of the european project
CHILIAS
ALEXANDRA PAPAZOGLOU
How can children's and school libraries help students become information
literate and able to function in the multilingual and multicultural
environment they will live and work in? Project Chilias, funded by
the European Commission within the framework of the Telematics Applications
Programme -Telematics for Libraries, 1994-1998, offers, through relevant
research and development, a new model for libraries interested in
becoming stimulating environments for innovative learning with the
use of technologies. The project with partners from Finland, Germany,
Great Britain, Greece, Portugal and Spain has developed a multimedia
virtual library on the web with content on selected topics, a guest-book,
story-builder and information skills components. The application and
its impact in the case of a library and educational community are
presented here in the context of three school libraries.
63rd IFLA Council and General Conference
Copenhagen, Denmark, August 31 - September 5, 1997
Theme: School Libraries as the Basis for
Lifelong Learning
School libraries as a basis for lifelong learning
HEIMO DALSGAARD
(not available)
Information
skills : the PLUS approach - a view from the UK
JAMES E HERRING
(no abstract available)
The Flexible
Learning Environments (FLE) Project
ULLA KARILA
The Flexible Learning Environments (FLE) project was a joint venture
of three Finnish public libraries. Their goal was to find new forms
of cooperation between libraries and schools. In H?meenlinna a public
library aimed to create a learning environment for comprehensive school
pupils. In Lahti the public library supported the development of media
centers in two secondary schools. In Tampere the emphasis was on creating
multi-sided cooperation networks between the public library and vocational
institutes. The project included the training of teachers and librarians
to adopt a new understanding of the learning process and the use of
libraries as a part of this process. In the FLE study the experiments
were evaluated from the view point of instruction given in information
seeking and use.
Des Lycées
Et Collèges En France : Quelle Contribution A La Formation
Du Citoyen?
FRANCOISE CHAPRON
La croissance et la multiplication des sources et supports de l'information,
le développement de la production de biens culturels, le maillage
des réseaux d'information et de communication, tels l'Internet
caractérisent les mutations rapides de ce qu'il est désormais
banal d'appeler la Société de l information. L'offre
de nouveaux médias modifie le rapport au savoir. L'Ecole et
ses maîtres n'en sont plus les principaux dispensateurs. La
multiplication des émetteurs pose le problème de l'autorité
de la source d'information ou du savoir, de sa qualité, de
sa fiabilité.
Le flux constant d'informations suscite une illusion de liberté
due à la pratique du zapping, mais aussi parallèlement,
s'accroit le risque de passivité devant la mosaïque d'images
de plus en plus centrées sur l'émotionnel, voire le
spectaculaire, notamment à la télévision et au
cinéma. Une déréalisation progressive liée
à l'usage des images virtuelles s'installe, entraînant
l'illusion d'une toute puissance qui permet de fuir ou d'occulter
la réalité, phénomène particulièrement
sensible chez les jeunes en difficultés sociales ou psychologiques.
La rupture de l'espace temps dans la diffusion ou la consultation
des souces d'information escamote le temps de la réflexion
et du nécessaire recul critique.
Par ailleurs les repères sociaux et moraux, jusque la assumes
conjointement par la famille, la Société et l'Ecole
s'émiettent. Trop souvent, est renvoyé à l'Ecole
le soin d'installer ou de reconstruire le lien social et le rapport
à la Loi qui fait défaut. La formation à la citoyenneté
est, de ce fait, de plus en plus fortement affirmée dans les
missions du système éducatif français.
Information
Literacy: A Prototype to be Used in School Libraries
S. DARWENT, A. M. GALLER, M. GIGUERE and J. LOCKE
(no abstract available)
62nd IFLA Council and General Conference
Beijing, China, August 25-31, 1996
Theme: Cooperation and Planning with Teachers
China's
primary and secondary school libraries: their history, status quo,
and future
JIA XIAOBIN, DU YUNXIANG, SI AIOPIN, and ZHANG XIAOYAN
This article has systematically reviewed the development history
of China's primary and secondary school libraries since 1949, given
a detailed introduction and analysis of their present status quo of
development, the new changes in particular since the reform and the
opening up in 1978, and look into their future development.
The types and levels of cooperation with teachers in the high
school libraries in Japan
TERAYA HORIKAWA
(not available)
Le CDI ,
outil pédagogique des enseignants : pour une mise en place
d’une formation à l’information en équipe professeur
- documentaliste
COLETTE CHARRIER
En France, la collaboration pédagogique entre les enseignants
de disciplines et les enseignants documentalistes rélève
de pratiques courantes dans les collèges et dans les lycées.
Cette évolution dans les établissements scolaires repose
sur :
- le rôle du CDI
- le statut et les missions des documentalistes
- l’évolution du rôle du document
- les enjeux d’une formation à la maîtrise de l’information
- la prise en compte des apprentissages documentaires dans le cadre
des programmes scolaires.
A partir de quelques exemples et de leur analyse, quels sont les axes
de collaboration possibles, les types d’apprentissages et pour quelles
finalités? selon quels projets?
Quelle évaluation est-on en mesure de faire aujourd’hui?
Cette intervention est à considérer comme un témoignage
de pratiques pédagogiques documentaires alimentées par
la réflexion professionnelle associative, la FADBEN et des
éléments de recherche en " documentation-information". A l’heure actuelle, toute la profession s’interroge sur son devenir
face à des alternatives liées à la spécificité
ou à la transversalité de la documentation.
