Distance learning as a central issue for the learning and professionalization process of professeurs documentalistes: The French synthesis of transliteracy

Anne Lehmans 1 Anne Cordier 2
1 COGNITIQUE
IMS - Laboratoire de l'intégration, du matériau au système
Abstract : The initial and continuing academic programs for teacher librarians in France have to face major changes in their content and organization. A new social request for distance learning courses crosses a changing conceptual, epistemic and technological content that demands the implementation of adapted academic policies. The creation of distance learning curricula in universities is based on three factors: - A new perspective on information culture which includes cross-cultural and critical knowledge about information, media and computer science. This "transliteracy" dimension is congruent to the logic of distance learning. - The emphasis in use and reflection on information and communication tools that are common to existing curricula and distance learning courses. - The necessity of alternative training strategies for the universities which includes experimentation of information technologies as learning tools, objects and subjects.
Type de document :
Article dans une revue
School Libraries Worldwide, International Association of School Librarianship, 2012, 18 (2), pp.41-50
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https://hal.archives-ouvertes.fr/hal-00950834
Contributeur : Anne Lehmans <>
Soumis le : dimanche 23 février 2014 - 00:14:27
Dernière modification le : vendredi 5 octobre 2018 - 15:44:46

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  • HAL Id : hal-00950834, version 1

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Anne Lehmans, Anne Cordier. Distance learning as a central issue for the learning and professionalization process of professeurs documentalistes: The French synthesis of transliteracy. School Libraries Worldwide, International Association of School Librarianship, 2012, 18 (2), pp.41-50. 〈hal-00950834〉

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