Apprendre sur et de l’information pour les élèves: de la réception à la médiation de l’information numérique par les professeurs-documentalistes

Information and knowledge have different definitions, perceptions and practices. This distinction concerns the sharing of knowledge, as knowledge and information are characterized by and through cognitive processes. The question of the building of meaning is raised when information is approached via a subject/object relationship implying relations of reception, appropriation and mediation. From a theoretical point of view, information and communication sciences, and more precisely, the information-documentation branch, consider that information is notably « a knowledge built and circulating in communication processes » (Fabre, Gardiès, 2011). If these processes include the notion of access to information, the study of the distinction between information and knowledge enables us to transcend it. From a methodological point of view, in secondary schools, information is taught with the aim of explaining its nature and its role in a society where we often mostly focus on the medium or on the use of the omnipresent information. What is at stake in this paper is specifying how this distinction between access to information and knowledge is taken into account in the official instructions and in the professional practices of teacher-librarians, who are in charge of a certain kind of information training.

Abstract licence: CC BY-SA

A person counts once a day per paper. We keep no cookie and no address: a reader is a hash that changes every day. Any month under five reads shows no number.