Résumés
Abstract
The global COVID-19 pandemic led to an unprecedented shift in teaching and learning at Canadian universities as campuses closed, in-person classes were suspended, and institutions transitioned to entirely online modes of instruction. This transition included information literacy librarians, who worked to support the learning and research needs of students during this extraordinary time. In this study, an 18-question survey was distributed to professional librarians at English and bilingual universities throughout Canada to investigate their experiences designing and teaching information literacy instruction from March 2020 to August 2021, when most institutions were closed to in-person instruction. The goal of this study was to gain insight into the needs of survey participants and the challenges they experienced as they transitioned to emergency remote teaching (ERT), the strategies and supports they used to navigate the transition, and the impact of their experiences on their professional and personal lives during the pandemic and into the future. The survey findings reveal that, while most librarians in Canada did not have extensive online teaching experience prior to the pandemic, they made significant changes to their instructional practices to provide continued information literacy support. While most found this transition to be at least moderately challenging, the majority also report that they have benefited from these experiences, expanding their instructional repertoire, gaining confidence in their ability to teach online, and acquiring new skills.
Keywords:
- information literacy instruction,
- COVID-19,
- pandemic,
- librarian experiences,
- educator experiences
Résumé
La pandémie mondiale de la COVID-19 a entraîné un changement sans précédent dans l’enseignement et l’apprentissage au sein des universités canadiennes : les campus ont fermé, les cours en présentiel ont été annulés et les établissements sont passés à des modes d’enseignement entièrement en ligne. Cette transition a affecté les bibliothécaires de formation qui se sont efforcés de répondre aux besoins des étudiants en matière d’apprentissage et de recherche des étudiants durant cette période exceptionnelle. Pour cette étude, un sondage composé de 18 questions a été distribué aux bibliothécaires professionnelles travaillant dans une université anglophone ou bilingue au Canada afin de mieux connaître leurs expériences quant à la conception et à l’enseignement de la maîtrise de l’information de mars 2020 à août 2021 lorsque la plupart des établissements étaient fermés pour la formation en personne. Le but de cette étude était de mieux comprendre les besoins des participants et les défis vécus durant la transition vers l’enseignement en ligne en situation urgente, les stratégies et ressources utilisées pour naviguer cette transition, et l’impact de leurs expériences sur leurs vies professionnelle et personnelle durant la pandémie et tournées vers l’avenir. Les données du sondage montrent que, même si la plupart des bibliothécaires au Canada n’avaient pas une expérience exhaustive en enseignement en ligne avant la pandémie, ils ont apporté plusieurs changements à leurs pratiques d’enseignement afin de fournir un soutien continu en formation documentaire. Quoique la plupart des répondants ont trouvé que cette transition a été tout de même modérément difficile, la majorité exprime également qu’ils ont tiré profit de ces expériences en élargissant leur répertoire d’enseignement, en prenant confiance en leur capacité à enseigner en ligne et en acquérant de nouvelles compétences.
Mots-clés :
- formation à la maîtrise de l’information,
- COVID-19,
- pandémie,
- expériences de bibliothécaire,
- expériences de formateur
Parties annexes
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