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Master thesis

Les formations à l'information à l'université : quel contenu pour quels étudiants ?

Abstract : The need for people to be information literate is well-accepted and still of topical interest ; at the same time, studies show how information practices tend to vary between disciplines. In french universities, library inductions are provided to studentsby the library staff, and this even before they became officially required in 1997. Yet, twenty years later, such inductions still differ from one university to another. The lack of precise recommendations about the content of these courses have led library staff to decide on which learning areas to prioritise for students, i.e. a set of theoretical and practical skills linked to the discipline, or which stands as a subject by itself. The description of library inductions of two university libraries (Humanities and Sciences) in Tours and Reims (France) was explored, and interviews of the library staff from these universities carried out and analysed, so as to determine whether the profesionals are attached to the teaching of an exhaustic information literacy, and how much these courses are designed for students' respective fields of study. Results show that library inductions' contents are relatively similar between universities and do not take into account discipline differences. The focus of these course is not on the transmission of a extensive information literacy but on the transmission of methods for information retrieval that are cross-disciplinary, so as to help the students succeed in their studies. Information skills and knowledge is thus acknowledged to be relevant in themselves, but only effective if applied to the student's discipline.
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Contributor : Charline Hatton <>
Submitted on : Friday, May 12, 2017 - 4:52:53 PM
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  • HAL Id : mem_01522049, version 1


Charline Hatton. Les formations à l'information à l'université : quel contenu pour quels étudiants ?. 2014. ⟨mem_01522049⟩



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