enq: résultats d’enquêtes – pb: problèmes mentionnés dans des revues des écrits et dans des recherches
PROCESSUS DE RECHERCHE D’INFORMATION (suite)
– Accéder aux documents repérés – Sélectionner ceux qui sont pertinents
| b: 10th Gr. studentsexperienced difficulty locating information | Gordon, 2000 (cf. Gunn, 2002) |
– Comprendre/organiser les références bibliographiques
| Difficultés avec les références bibliographiques pb: correctly identify citations to books and journal articles | Maughan, 1994 – UC Berkeley |
| enq: upperclassmen’s understanding of the diffe- rence/distinguishing between citations to books, between citations to books and citations to journal periodicals and book chapters articles was not much better than that of the Freshmen – « 86% knew what a bibliography is, 31.6% knew the difference between citations to books and citations to journal articles » | Coupe, 1993 (université) |
| enq: Feshmen had the most difficulty in : Distinguishing a book citation from a journal citation | Fenske, Rachel et Clark, 1995 (collège) |
UNIVERS INFORMATIONNEL
– Cycles et flux de l’information – Information primaire, secondaire, tertiaire
| Difficultés avec les sources secondaires pb: recognize and identify key electronic sources in their subject major | Maughan, 1994 – UC Berkeley |
| Difficultés avec les types de sources enq: Less than 1/8 could correctly identify what government documents were | Kester, 1994 (secondaire-collège) |
– Sources de référence – Personnes ressources
| Difficultés avec les ouvrages de référence enq: 50% of seniors vs 29% of freshmen could correctly identify the function of a bibliography | Greer, Weston et Alm, 1991 (université) |
| enq: Reader’s Guide = only magazine index that could be identified (by only 31.7%) | Kester, 1994 (secondaire-collège) |
– Espaces et gisements informationnels
| Difficultés à chercher en bibliothèque – à comprendre l’organisation pb: achievement of a fairly high grade on their paper without making significant use of the Library’s support services/mechanisms (-> design Library systems to accommodate this expectation of user independence) | University of Calgary, 1996 |
| enq: those students (…) are almost without exception, totally innocent of how a library works and do not have even a vague idea how to set about finding information they need or want when they arrive at a college or university | Dickinson, 1981 (cf. Goodin, 1991) (secondaire-collège) |
| enq: lack of the basic skills needed to find information in the university library | Matheson, 1985 (cf. Daniel, 1997) (secondaire-université) |
| enq: ear after year, students arrive on our campuses unable to use our libraries | McNeer, 1991 (cf. Daniel, 1997) (secondaire-université) |