Reference : Les bibliothèques et l'enseignement. Le cas particulier de l'information literacy
Scientific conferences in universities or research centers : Scientific conference in universities or research centers
Social & behavioral sciences, psychology : Library & information sciences
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/2268/216290
Les bibliothèques et l'enseignement. Le cas particulier de l'information literacy
French
Pochet, Bernard mailto [Université de Liège - ULiège > > Bibliothèque et Centre de Documentation (GxABT) >]
Thirion, Paul mailto [Université de Liège - ULiège > > Réseau des Bibliothèques : Direction générale >]
23-Nov-2017
28
National
Semaine de l'Enseignement
22-24/11/2017
Université de Liège
Liège
Belgique
[en] information literacy ; academic libaries ; education
[en] The contributions of libraries in teaching and learning in universities are multiple: it is the information literacy, it is the access to scientific information, recent and of quality, it is working and learning infrastructures, it is also multiple services and supports for teachers and teaching.
This presentation will focus more particularly on the first component with the ULiege Library's Information Literacy Working Group. This working group has been tasked for 5 years with coordinating the offer of training courses (cadastre of courses and trainings, organization of transversal training for doctoral students...) and to put in coherence and formalize the objectives and contents of the training courses through a framework of skills published in September 2017.
This framework, "the five pillars of scientific information", will be quickly browsed and described. It is a tool for the creation and evaluation of our courses (30 courses scheduled). It is also intended to present our contents and even to be integrated into existing frameworks of skills. Information literacy having meaning and effectiveness only through partnerships with "contents" teachers.
Researchers ; Professionals ; Students
http://hdl.handle.net/2268/216290
https://infolit.be/5PMIS

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