Mastering information and teaching controversies: An exploratory study

Abstract

Our contribution aims at presenting an exploratory study of an experimental course focused on teaching controversies for mastering various dimensions of Information literacy. We will begin presenting the theoretical framework of the Actor-Network Theory approach. Then we will introduce our work-inprogress methodology for controversies analysis. Then, two case studies of teaching controversies will be presented aiming at supporting the acquisition of skills in mastering Information. We will conclude with the first results of our exploratory study based on participant observation, and on a qualitative survey on the knowledge acquisition by the students.