Michel Roland - Bookmarks

14Expand

'Betcha Can't Read My Mind: The Orientations of Literacy Discourse ~ Lynn A. Casmier-Paz ~ The Quarterly Journal of Ideology

Tags: litteracy, writing, orality, Ong, Goody, Barthes, Derrida on 2008-07-21 and saved by2 people -All Annotations (2) -About

more fromwww.lsus.edu

the various literacies which educational, theoretical, and political pundits identify
are often heralded by what they see is a "crisis" climate
The current belief that literacy is the primary means by which the underprivileged
can achieve economic parity goes largely unchallenged, yet the belief is undertheorized
and problematic. I wish to contend here that literacy discourse locates
underprivilege to produce the valence of written language.
literacy functions as myth in the
ways that written language use becomes ahistorical, and instead seems natural
(Barthes 129).
Whenever a
community, culture, or society had access to, or utilized the technological means
for the creation and transmission of languages through time and space, that culture
stood in a distinctly privileged relationship to its non-literate surroundings.
Cultures with written language have used the relative permanence of signification
to dominate other cultures who were without written language.
Add Sticky Note
- alphabétisation démocratique, "élitisme républicain"
  posted by bibliothecaire on 2008-07-21 12:16:29
As such, the correlation
of democracy with written language indicates that the ability to read and write
are fundamental to a citizen's access to voting and institutionalized education.
"To politically
achieve a society where . . . individuals have access to information and the means
to participate productively implies a massive integration of . . . education
into most aspects of our society" (Mikulecky 31).
The researchers reason that, if written
language is an index of political involvement, then literacy discourse is responsible
for immediate amelioration of illiteracy, and only by solving the illiteracy problem
can theorists affect access to democracy and social uplift.
Language and literacy are "distinct entities,"
writes Godzich. Yet "literacy" has been allowed to serve as a
"shorthand description for a determinate set of relations that we have to
language, relations that arose under, and were conditioned by, concrete historical
circumstances" (Culture 5).
Exclusions are characteristic
of literacy history, and they occur when written language is understood in a distinctly
temporal and dependent relation to spoken language. Literacy history,
as such, has determined that oral language, or "orality," precedes
written language, i.e. "literacy," and written language is therefore
a representation of the spoken word, or "phonetic" (Havelock 30; Martin
10). Wherever writing systems do not represent spoken language (the example
used most often is Chinese scripts), the written system of communication is an
example of "craft" literacy, but not the "widespread" literacy
of the West.
The history
that becomes a written record of mankind begins in the Fifth Century, B.C., when
Herodotus established a "new relationship between the word and its referent,
a relationship that was more abstract" (Goody and Watt 15).
Havelock has found that the Chinese picto-ideographic writing system is "inferior"
to the Greek alphabet (18). He then excludes Chinese in his history of literacy
because their writing system does not represent the smallest elements of spoken
language. Derrida calls this strategy "the death of Chinese" (79).
Ong's theory regarding "orality," or the
"preliterate stage of human consciousness," reduces all human consciousness
to that which stands in relation to literacy
Before the subject of literacy
discourse there is the subject of language, and it is this subject who circulates
outside the economy of literacy discourse and its institutional affiliations.

4Expand

Pioneering research shows ‘Google Generation’ is a myth

Tags: digital_natives, information_literacy, UK, google, pratiques_informationnelles on 2008-07-13 and saved by36 people -All Annotations (0) -About

more fromwww.bl.uk

A new study overturns the common assumption that the ‘Google
Generation' – youngsters born or brought up in the Internet age
– is the most web-literate. The first ever virtual longitudinal
study carried out by the CIBER research team at University College
London claims that, although young people demonstrate an apparent
ease and familiarity with computers, they rely heavily on search
engines, view rather than read and do not possess the critical and
analytical skills to assess the information that they find on the
web.
research-behaviour traits that are commonly associated with
younger users – impatience in search and navigation, and zero tolerance
for any delay in satisfying their information needs – are now becoming
the norm for all age-groups, from younger pupils and undergraduates
through to professors.
“We welcome the report findings, particularly on information and
digital literacy skills. We focus on research skills, creativity,
critical thinking and visual, verbal and information literacy, within
our overall learning programme.”
A new study overturns the common assumption that the ‘Google
Generation' – youngsters born or brought up in the Internet age
– is the most web-literate.

2Expand

Despite The Internet, Google Generation Lacks Analytical Skills -- Google Generation

Tags: google, information_literacy, pratiques_informationnelles, digital_natives on 2008-07-11 and saved by2 people -All Annotations (0) -About

more fromwww.informationweek.com

3Expand

BBF 2006-02 | Dossier Dossier Les étudiants en bibliothèque

Tags: étudiants, bibliothèque, students, pratiques_informationnelles, librairies on 2008-07-11 -All Annotations (0) -About

more frombbf.enssib.fr

La maîtrise (ou à tout le moins
une bonne compréhension) du langage documentaire utilisé à la bibliothèque ou la capacité à juger de la pertinence d’une ressource
en ligne sont intimement liées à la connaissance du domaine scientifique dans lequel chacun est engagé. C’est pourquoi les
compétences documentaire et informatique d’un étudiant débutant ne peuvent être dissociées de la compétence disciplinaire
qu’il acquiert peu à peu.
L’évolution des méthodes d’enseignement à l’université, qui passe d’une pédagogie « frontale » à une
approche par projets [2] devrait conforter les BU dans ce rôle de conseil, plus que jamais nécessaire, alors que la masse de l’information potentiellement
disponible augmente de manière exponentielle, sans que les responsabilités autrefois assumées tout à la fois par le bibliothécaire,
le libraire, l’éditeur et l’auteur aient encore pleinement trouvé leur équivalent en ligne. L’effacement de ces responsabilités
laisse les étudiants seuls face à celle, très lourde, de devoir juger par eux-mêmes de la pertinence d’informations dont,
sous couvert d’une idéologie libertaire sûrement discutable, les fournisseurs ne sont bien souvent que des pseudos.
Aujourd’hui, accéder à l’autonomie documentaire ce n’est pas savoir utiliser un moteur de recherche pour afficher une page
à l’écran, mais comprendre ce qui fait la valeur d’une information, d’une parole, d’un discours et comment l’évaluer, au-delà
de son éventuelle cohérence ou justesse apparente. Au-delà des discours actuels de promotion d’une « société de l’information »,
il est de première importance de réfléchir aux compétences particulières que demande un usage raisonné de la documentation
électronique et à la manière dont les étudiants, et plus largement tout citoyen, peuvent les acquérir.

4Expand

Étude sur les connaissances en recherche documentaire des étudiants entrant au 1e cycle dans les universités québécoises, août 2003

Tags: pratiques_informationnelles, information_literacy, quebec, students on 2008-07-11 -All Annotations (0) -About

more fromwww.crepuq.qc.ca

1Expand

Enquête sur les pratiques documentaires des étudiants, chercheurs et enseignants-chercheurs de...

Tags: pratiques_informationnelles, students, paris, librairies on 2008-07-11 -All Annotations (0) -About

more fromwww.credoc.fr

2Expand

Urfist Info: Digital natives et (in)-compétences informationnelles

Tags: pratiques_informationnelles, literacy, students, digital_natives on 2008-07-10 and saved by6 people -All Annotations (0) -About

more fromurfistinfo.blogs.com

2Expand

Nuls ! archinuls ! « Le nombril de Belle Beille

Tags: pratiques_informationnelles, digital_natives, information_literacy, libraries on 2008-07-10 -All Annotations (0) -About

more fromtacheau.wordpress.com

1Expand

Kevin Kelly -- The Technium

Tags: google, science on 2008-07-08 and saved by9 people -All Annotations (0) -About

more fromwww.kk.org

5Expand

A l'heure de la galaxie numérique - Livres - Le Monde.fr

Tags: livre, livre_electronique, ereader, ebooks on 2008-07-07 -All Annotations (0) -About

more fromwww.lemonde.fr

"Une dématérialisation plus ample du livre est désormais envisageable (...) tout écran connecté à un réseau constitue en fait une porte ouverte à la diffusion du livre numérique", écrit Bruno Patino
"En devenant numérique, le livre objet devient un livre droit"
un changement d'appareil serait nécessaire tous les dix-huit mois
L'accès au livre numérique pose la question clé du référencement. Seuls les bibliothèques, les éditeurs et les libraires qui disposeront d'une base descriptive des ouvrages, fiable et riche, survivront.
On peut même miser sur un nouvel essor des éditions rares ou luxueuses. Sont en revanche menacés, outre des pans entiers de l'édition - comme les livres pratiques, techniques, scientifiques, juridiques, les guides, voire les manuels scolaires -, les livres de poche, sauf à prix très réduits, et les "quick books" et document d'actualités (livres politiques, "people"), dont le contenu est éphémère, et qui ne donnent aucune valeur ajoutée par rapport à un fichier numérique.