Information Literacy, Transliteracy and Information Culture Development in France: What the Teacher-Librarian Can Change

Abstract

A research project on French high school pupils' information curriculum was conducted for the development of a media and information culture construction. Researchers observed, recorded and interviewed 150 pupils in groups and individually during a research activity in 3 different high-schools. The project was based on a qualitative, ethnographic methodology to observe information and pupils' transliterate practices on one hand, and the training practices of teachers-librarians on the other hand. The results show the importance of the teacher librarian's commitment to the transliteracy process. © Springer International Publishing Switzerland 2013.