{"id":234,"date":"2014-05-10T01:23:11","date_gmt":"2014-05-09T23:23:11","guid":{"rendered":"http:\/\/blogs.ifla.org\/school-libraries\/?p=234"},"modified":"2014-05-10T01:23:11","modified_gmt":"2014-05-09T23:23:11","slug":"french-school-libraries-manifesto","status":"publish","type":"post","link":"https:\/\/blogs.ifla.org\/school-libraries\/2014\/05\/10\/french-school-libraries-manifesto\/","title":{"rendered":"French School Libraries Manifesto"},"content":{"rendered":"

FADBEN MANIFESTO 2012\u00a0\u00a0 (en fran\u00e7ais<\/span> apr\u00e8s<\/span><\/span>)
\n<\/strong><\/p>\n

Teaching information-documentation and information culture<\/strong><\/p>\n

 <\/p>\n

Our connections to knowledge, to others and to the world have been disrupted by digital information technologies in a way that cannot be reversed or predicted. This new informational paradigm stretches over numerous fields – economic, scientific, political or educational – of our societies. Thus, it deeply affects our cultural landmarks and practices. UNESCO considers the informational skill as essential for the 21st century human being. Since France subscribes to these international issues, the French government would definitely benefit from including this skill in the educational system in an explicit and formal way.<\/p>\n

Today, the ability to access and use information is essential to play a role in this knowledge-based society. However, this ability cannot be reduced to a mere procedure. It must be inserted into genuine knowledge about the situation and function of documents, information and communication, which would lead to an informative acculturation favouring the social, cultural and professional integration of individuals. The present adaptive approach to the development of living information ability must be continued by a more rational and better-organized approach which would focus on reflexive and operational knowledge based on in-depth study and review. The objectives of students information culture are numerous : building knowledge to enable students to understand information occurrences ; developing an enlightened understanding of the stakes and mechanisms of the information and communication industries ; and enabling students to develop a critical approach to the endless technological innovations and the \u201cdocumentarisation\u201d [1] of human beings when personal data are being used. Eventually, ethical and responsible attitudes regarding the use of information should be developed.<\/p>\n

Henceforth, how can we be satisfied with what our educational system is offering ? Concerning institutional documents, prescriptions about knowledge and abilities in library and information science can be found in the secondary school and its basic program, and in a lesser way, in the syllabuses of various subjects. Is it indeed possible to talk here about transmitting information culture ? In practice, it is rather fragmented training, led in a sporadic and random way. Thus, cultural disparities are increasing, instead of being reduced. The working conditions of the French Librarian school teachers are getting less and less favourable to the training of the students, although the CAPES [2] has legitimized their teaching and educational mission since 1989. FADBEN, the National Federation of French Librarian school teachers, thus exposes the lack of a genuine institutional frame to structure this field of teaching, and the lack of recognition of the didactic framework necessary to address real school knowledge concerning the subject of information and documentation.<\/p>\n

FADBEN also complains that Librarian school teachers do not get the recognition they fully deserve regarding their educational expertise.<\/p>\n

FADBEN consequently calls for the recognition and the formalization of the educational contents specific to Librarian school teachers that is to say the information and documentation subject ; contents they have to teach using the Information and Documentation Centres (CDI) which are didactic resource places they have to manage, as well as the online information resources that can be used to enable students to build an information culture. FADBEN also calls for the complete recognition of Librarian school teachers by the institution and the inscription in official texts of didactic and educational liability, in accordance with their status as qualified teachers. FADBEN wants Librarian school teachers to remain qualified teachers in the future as they are now, along with the continuation of the recruitment process by CAPES, claiming the establishment of a regional and general board of inspectors specialized in the information and documentation field. FADBEN asks for the update of the 1986 circular letter in order to clarify the primacy of the integration of informational culture for the students.<\/p>\n

FADBEN consequently asks for institutional means to guarantee the quality of the teaching of information and documentation and the added-value of the educational resources system.<\/p>\n

To this end, FADBEN suggests the setting up of a ministerial working group which would develop an information and documentation curriculum to be registered in the official guidelines. This curriculum would aim at creating a consistent module of information culture teaching for first-to-final-year students and even for higher education. Librarian school teachers would be entrusted with the teaching of this module. It would be based on the progress and the assessment of learning. This general education text should plan the necessary epistemological and structural links with the closely related media and digital cultures, and with other school subjects. In order to do so, the ministerial working group should include the question of the initial and further training of Librarian school teachers.<\/p>\n

From today onwards, clear and strong measures have to be taken to enable Librarian school teachers to fulfill their mission and for students to claim ownership of their information culture. FADBEN is prepared to meet and explain its suggestions to anyone who thinks that the teaching of the information culture is a part of equal opportunity and citizenship for all.<\/p>\n

NOTES <\/strong>[1] \u201cdocumentarisation\u201d of human being cf Olivier Ertzscheid, Jean-Michel Sala\u00fcn, Roger T. Pedauque and Manuel Zackland\u2019s works<\/p>\n

[2] The CAPES is the certificate necessary to teach in French secondary schools<\/p>\n

 <\/p>\n

______________________________________________________________<\/p>\n

Enseignement de l\u2019information-documentation<\/p>\n

et ouverture \u00e0 la culture informationnelle<\/p>\n

 <\/p>\n

Manifeste 2012<\/strong>\u00a0:<\/strong><\/p>\n

Le contexte de l\u2019information num\u00e9rique bouleverse de mani\u00e8re impr\u00e9visible et irr\u00e9versible notre rapport au savoir, aux autres et au monde. Ce nouveau paradigme informationnel irrigue tous les champs, qu\u2019ils soient \u00e9conomiques, scientifiques, politiques ou \u00e9ducatifs, qui composent nos soci\u00e9t\u00e9s, modifiant en profondeur nos rep\u00e8res et nos pratiques culturelles. La comp\u00e9tence informationnelle est ainsi pr\u00e9sent\u00e9e par l\u2019UNESCO comme indispensable aux hommes et aux femmes du XXI\u00e8me si\u00e8cle. La France, qui souscrit \u00e0 ces enjeux internationaux, gagnerait \u00e0 les inscrire de mani\u00e8re explicite et formelle dans les finalit\u00e9s de son syst\u00e8me \u00e9ducatif.<\/p>\n

Aujourd\u2019hui, il faut ma\u00eetriser l\u2019information pour participer \u00e0 la \u00ab soci\u00e9t\u00e9 du savoir \u00bb. Mais cette ma\u00eetrise ne peut pas \u00eatre uniquement proc\u00e9durale, elle doit int\u00e9grer des connaissances sur la place et le r\u00f4le de la documentation, de l\u2019information et de la communication, pour permettre une acculturation informationnelle favorisant l\u2019int\u00e9gration sociale, culturelle et professionnelle des individus. Il convient de prolonger l\u2019actuelle approche pragmatique des formations \u00e0 la ma\u00eetrise de l\u2019information, qui s\u2019est appuy\u00e9e jusque-l\u00e0 sur des r\u00e9f\u00e9rentiels de comp\u00e9tences proc\u00e9durales, par une approche culturelle plus ration\u00adnelle et plus structur\u00e9e. Celle-ci doit se centrer sur des savoirs r\u00e9flexifs et op\u00e9rationnels construits par l\u2019\u00e9tude et l\u2019examen approfondi. Les objectifs de la culture informationnelle pour l\u2019\u00e9l\u00e8ve sont multiples : construire des savoirs permettant la compr\u00e9hension des ph\u00e9nom\u00e8nes informationnels, favoriser la critique \u00e9clair\u00e9e des enjeux et des m\u00e9canismes des industries de l\u2019information et de la communication, ainsi que la distanciation \u00e0 observer devant la course sans fin \u00e0 l\u2019innovation technologique et \u00e0 la documentarisation de l\u2019homme via l\u2019exploitation de ses traces num\u00e9riques. Il s\u2019agira enfin de d\u00e9velopper des attitudes \u00e9thiques et responsables lorsqu\u2019il est fait usage de l\u2019information.<\/p>\n

D\u00e8s lors, comment se satisfaire de ce que propose l\u2019\u00e9cole aujourd\u2019hui ? Institutionnellement, on retrouve bien des prescriptions de connaissances et de comp\u00e9tences en information-documentation dans le socle commun et, de mani\u00e8re plus diffuse, dans les programmes des diff\u00e9rentes disciplines. Mais peut-on parler pour autant d\u2019un enseignement de la culture informationnelle ? Sur le terrain, la for\u00admation est encore trop souvent morcel\u00e9e et dispens\u00e9e de fa\u00e7on sporadique et al\u00e9atoire, creusant les in\u00e9galit\u00e9s plut\u00f4t que les r\u00e9duisant. Les conditions d\u2019exercice des professeurs documentalistes dans les \u00e9tablissements sont, quant \u00e0 elles, de moins en moins propices \u00e0 la d\u00e9livrance de ces formations. Pourtant, depuis 1989, le mode de recrutement par le CAPES l\u00e9gitime la fonction p\u00e9dagogique et enseignante du professeur documentaliste. La FADBEN d\u00e9nonce ainsi l\u2019absence d\u2019un v\u00e9ritable cadre institutionnel pour structurer cet enseignement et la non-reconnaissance d\u2019un cadre didac\u00adtique de r\u00e9f\u00e9rence pour penser les savoirs scolaires de l\u2019information-documentation. Elle d\u00e9plore encore le refus de reconnais\u00adsance de l\u2019expertise p\u00e9dagogique des professeurs documentalistes.<\/p>\n

La FADBEN revendique par cons\u00e9quent la reconnaissance et la formalisation des contenus d\u2019enseignement qui rel\u00e8vent du domaine de sp\u00e9cialit\u00e9 du professeur documentaliste, \u00e0 savoir l\u2019information-documentation, qu\u2019il doit enseigner en prenant appui, non seulement sur les ressources du Centre de documentation et d\u2019information (CDI) qu\u2019il g\u00e8re en tant que syst\u00e8me didactis\u00e9, mais encore sur les gisements d\u2019informations en ligne \u00e0 partir des\u00adquels peuvent \u00eatre construits par les \u00e9l\u00e8ves les savoirs de l\u2019information-documentation et de la culture informationnelle.<\/p>\n

La FADBEN revendique la totale reconnais\u00adsance par l\u2019institution et l\u2019inscription dans les textes officiels de la responsabilit\u00e9 p\u00e9dagogique et didactique du professeur documentaliste, conform\u00e9ment \u00e0 son statut de certifi\u00e9 en documentation.<\/p>\n

La FADBEN revendique le maintien des personnels dans le corps des professeurs certifi\u00e9s, la poursuite de leur recrutement par CAPES et la cr\u00e9ation d\u2019une inspection p\u00e9dagogique r\u00e9gionale et g\u00e9n\u00e9rale sp\u00e9cifique \u00e0 l\u2019information-documentation.<\/p>\n

La FADBEN demande que la circulaire de mission de 1986 soit actualis\u00e9e pour pr\u00e9ciser la priorit\u00e9 donn\u00e9e \u00e0 l\u2019acculturation informationnelle des \u00e9l\u00e8ves.<\/p>\n

La FADBEN demande que des moyens institutionnels sp\u00e9cifiques soient d\u00e9bloqu\u00e9s en cons\u00e9quence, afin de garantir la qualit\u00e9 de l\u2019enseignement dispens\u00e9 en information-documentation et la valeur ajout\u00e9e du syst\u00e8me de ressources \u00e0 vis\u00e9e p\u00e9dagogique.<\/p>\n

Dans cette perspective, la FADBEN propose la consti\u00adtution d\u2019un groupe de travail minist\u00e9riel charg\u00e9 d\u2019\u00e9laborer un curriculum info-documentaire, de fa\u00e7on \u00e0 l\u2019inscrire dans les directives officielles. Celui-ci aura pour but la cr\u00e9ation d\u2019un enseignement \u00e0 la culture informationnelle, sous la forme d\u2019un module coh\u00e9rent dont la mise en \u0153uvre sera explicitement confi\u00e9e aux professeurs documentalistes. Ce module s\u2019inscrira dans le cursus de tous les \u00e9l\u00e8ves de la 6\u00e8me \u00e0 la Terminale, ainsi que dans les classes post-bac. Le curriculum sera \u00e9galement bas\u00e9 sur une progression et une \u00e9valuation des apprentissages. Il devra pr\u00e9voir les n\u00e9cessaires articulations \u00e9pist\u00e9mologiques et structurelles avec, d\u2019une part, les cultures m\u00e9diatique et num\u00e9rique qui lui sont voisines et, d\u2019autre part, avec les disciplines scolaires existantes. Pour ce faire, le groupe de travail minist\u00e9riel sur le curriculum devra int\u00e9grer la question des formations initiale et continue des professeurs documentalistes.<\/p>\n

Des d\u00e9cisions fortes et claires doivent \u00eatre prises d\u00e8s aujourd\u2019hui pour permettre aux professeurs documentalistes d\u2019exercer convenablement leur mission et aux \u00e9l\u00e8ves de s\u2019approprier cette culture. La FADBEN est pr\u00eate \u00e0 rencontrer toutes celles et tous ceux qui consid\u00e8rent que l\u2019enseignement de la culture informationnelle participe \u00e0 l\u2019\u00e9galit\u00e9 des chances et \u00e0 la formation du citoyen et de la citoyenne, pour leur exposer ses propositions.<\/p>\n

 <\/p>\n

Flyer FADBEN-IFLA 2014-english<\/a> flyer_2014_IFLA_french<\/a><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

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