Anne-Sophie Collard

How is Information Literacy Related to Social Competences in the Workplace

This article reports on a work-in-progress research on media and information literacy in teamwork and distance work environments. We introduce a theoretical framework that articulates the social and informational dimensions of media and information literacy in the workplace. Based on this framework, we propose a method for investigating the relationship between information literacy and work organization in distant teamwork. This method is illustrated by preliminary data from our ongoing research project. We conclude with a necessary redefinition of the concept of information.

Le tri de cartes. Une méthode d'investigation des catégories mentales au service de l'architecture de l'information

La presente contribution entend proposer une presentation des alternatives possibles concernant l’utilisation des epreuves de tri de cartes dans un contexte de conception de systemes interactifs ou de documents numeriques. Notre presentation suit le deroulement d’une serie de tests que nous avons realises afin de guider la definition de l’architecture d’information du site web d’un departement universitaire. Au-dela de l’etat de la litterature, l’objectif est de proposer, au depart de cette experience empirique, une methode de recueil, d’analyse et d’interpretation des resultats d’epreuves de tri de cartes situee dans le paysage des pratiques existantes, combinant analyses qualitative et quantitative des donnees recueillies, dans le but de mieux cibler les representations des usagers.

A method combining deductive and inductive principles to define work-related digital media literacy competences

How to infer the digital media literacy competences of office workers related to distant teamwork from the observation of collaborative practices? This paper presents a qualitative method that combines deductive and inductive approaches to analyze interviews and observations carried out in ten organizations. From a deductive standpoint, our analysis is anchored in a review of the literature in Computer-Supported Cooperative Work. From an inductive standpoint, our analyses use principles from phenomenography and grounded theory to abstract a theoretical understanding of the studied experiences. The combination of these approaches allows us to examine the way workers experience distant teamwork activities and to consider how their competences reside in their ability to frame the work situations they encounter, and to develop responses accordingly.