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Diekema Anne R. & Olsen Whitney M. (2014). « Teacher Personal information management (PIM) practices : Finding, keeping, and Re-Finding information ». Journal of the Association for Information Science and Technology, mai, p. n/a–n/a. ISSN 2330-1643. En ligne : <http://onlinelibrary.wi ... 1002/asi.23117/abstract>. 
Added by: Catherine Reverdy (03 Oct 2014 17:10:23 Europe/Paris)
Resource type: Journal Article
DOI: 10.1002/asi.23117
ID no. (ISBN etc.): 2330-1643
BibTeX citation key: Diekema2014
Categories: Enseignants
Subcategories: Ressources des enseignants
Keywords: ressources pédagogiques, TIC
Creators: Diekema, Olsen
Collection: Journal of the Association for Information Science and Technology
Views: 2132/2320
Views index: 32%
Popularity index: 8%
URLs     http://onlinelibra ... asi.23117/abstract
Abstract     
Primary and secondary (K–12) teachers form the essential core of children's formal learning before adulthood. Even though teaching is a mainstream, information-rich profession, teachers are understudied as information users. More specifically, not much is known about teacher personal information management ({PIM}). Teacher {PIM} is critically important, as teachers navigate a complex information space complicated by the duality of digital and physical information streams and changing demands on instruction. Our research study increases understanding of teacher {PIM} and informs the development of tools to support educators. Some important unknowns exist about teachers as information users: What are teachers' {PIM} practices? What are the perceived consequences of these practices for teaching and learning? How can {PIM} practices be facilitated to benefit teaching and learning? This study employed a qualitative research design, with interviews from 24 primary and secondary teachers. We observed various systems for information organization, and teachers report their systems to be effective. Important sources for teachers' information in order of importance are personal collections, close colleagues, and the Internet. Key findings reveal that inheriting and sharing information play an important part in information acquisition for teachers and that information technology supporting education creates unintentional demands on information management. The findings on the nature of teacher information, teacher information finding, keeping, and organizational practices have important implications for teachers themselves, school principals, digital library developers, school librarians, curriculum developers, educational technology developers, and educational policy makers.
Added by: Catherine Reverdy  
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