Mise à jour et évaluation du programme de formation documentaire d’une bibliothèque de santé universitaire

Abstract

Introduction : This paper describes the evolution of a library instruction programme originally described by "Author" et al. [1]. Information literacy workshops will be analyzed individually in order to map their relevance to each of the frames from ACRL's Framework for Information Literacy for Higher Education and to identify eventual gaps in the framework's coverage.

Description : Five new curriculum-integrated workshops and two new walk-in workshops have been designed. Several modifications have been applied to existing workshops. In particular, learning assessment is now almost totally performed online and is more frequently linked to coursework.

Outcomes : In 2018-2019, the programme comprised 172 activities for a total of 304 hours, reaching 6 651 participants. Virtual instruction (guides, tutorials and videos) is more developed than was previously reported. Framework frames 1 (Authority is Constructed and Contextual) and 5 (Scholarship as Conversation) are less covered. Frame 6 (Searching as Strategic Exploration) is the most addressed.

Discussion : The information literacy programme is more curriculum-integrated than in 2011-2012, but a formal evaluation of long-term learning outcomes as well as the reinforcement of knowledge through several sessions over time should be considered. More workshops could be offered to graduate students, who are especially targeted by frames 4 (Research as Inquiry) and 5 (Scholarship as Conversation).