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Valider l’info sur Internet : des outils pour éduquer

La maîtrise et l’évaluation de l’information sont, selon les termes d’Alexandre Serres, un « enjeu éducatif majeur », « une condition de survie » dans notre société. Heureusement, les ressources ne manquent pas pour relever le défi.

Piéger ou éduquer, cette alternative a enflammé la toile. Fin mars, un article intitulé « Comment j’ai pourri le web » paru sur la vie moderne, un site créé par quatre enseignants est repris par Rue 89 dans une rubrique « témoignage » sous le titre « J’ai piégé le Net pour donner une bonne leçon à mes élèves ». Tous les débats, réactions… suscités par cette publication (1) prouvent bien qu’apprendre à évaluer et à valider l’information sur Internet est devenu essentiel.  Ce qu’indique Alexandre Serres (2) dans l’introduction d’ «Un exemple de translittératie : l’évaluation de l’information sur Internet » (3) : « Au croisement de plusieurs cultures, notamment les cultures médiatique, info-documentaire, numérique et informatique, l’évaluation de l’information est un enjeu éducatif majeur, puisqu’elle englobe à la fois la capacité des internautes à filtrer, identifier, évaluer l’information, les modalités du jugement de la crédibilité, de la validité et de la pertinence des ressources trouvées sur le Web, mais aussi la lutte contre les infopollutions de toutes sortes et, in fine, la démonstration d’une autonomie de jugement ».
Un peu plus loin dans  le texte : il souligne : « Toute la littérature, tous les textes, les recommandations officielles sur l’ « information literacy » et l’éducation aux médias, ont développé cette idée, aujourd’hui banale : maîtriser l’information est devenu une « condition de survie »  dans nos sociétés informationnelles. Et au cœur de cette maîtrise de l’information se trouve la question de l’évaluation de la fiabilité, de la crédibilité, de la pertinence des sources et des informations. Ceci pour souligner l’acuité des enjeux liés à l’évaluation de l’information. »

1) L’article « Troll de prof qui sabote le net pour venger l’école »  paru sur le site mediacteur en reprend l’essentiel et propose toutes une série de liens pour qui veut aller plus loin.

2) Ce texte est l’un des articles de l’ E-Dossier de l’Ina : « L’éducation aux cultures de l’information ».

3) Alexandre Serres est maître de conférences et coresponsable de l’Unité régionale de formation à l’information scientifique et technique (Urfist) de Bretagne-Pays de la Loire, auteur de nombreuses publications, s’intéresse particulièrement à la culture informationnelle, la didactique de l’information, l’évaluation de l’information sur Internet. Il est l’auteur d’un support de formation cité plus bas. Il vient de publier Dans le labyrinthe : Évaluer l’information sur Internet (C & F éditions 224 pages, 22 €). Vous pouvez voir ici une présentation de l’ouvrage par son auteur.

Des définitions

Sourcevéridicité de la source, validation des sources , trois textes issus du dictionnaire des concepts info documentaires du Cndp.

Des jeunes utilisent des ordinateurs portables en classe.

crédit photo: flickr

Ressources nationales

« Décrypter les médias, le fond et la forme » fait partie du dossier d’Eduscol sur l’éducation aux médias. Il se base sur un questionnement systématique autour des questions traditionnelles Qui, Quoi, Quand Où Comment Pourquoi auxquelles il ajoute Conséquences ? à utiliser et à décliner pour étudier un événement, un article et/ou sa déclinaison audiovisuelles. Analyse du fond et de la forme, des niveaux d’information des journaux et des sites d’information avec trois niveaux qui approfondissent de plus en plus. Distinction et comparaison des genres journalistique. Traitement de l’actualité avec une comparaison des différents journaux et portails d’infos, en partant de la Une.

Savoir analyser un site Web le Point du FLE, annuaire de sites qui a pour objectif de faciliter l’accès aux meilleures ressources gratuites proposées sur le Web dispose d’une rubrique « Éducation aux médias ».  Un des chapitres est consacré à l’analyse d’un site web. Il recense une vingtaine de liens.  La théorie est souvent complétée par des exercices ou des travaux pratiques.

Évaluation de l’information sur Internet est à l’origine un support de formation élaboré par Alexandre Serres  en vue d’un stage. Il est pérennisé sur le site de l’université de Rennes. Il vise principalement les bibliothécaires, documentalistes et enseignants, mais il peut aussi intéresser directement les étudiants.
En voici le déroulement :
- contexte et enjeux de l’évaluation de l’information sur Internet ;
- critères, démarche et méthodologie de l’évaluation de l’information ;
- évaluer ;
- exemples, travaux pratiques ;
- identifier ;
- outils pour l’identification et l’évaluation de l’information ;
- questions, aspects théoriques, problèmes ;
- ressources sur l’évaluation de l’information ;
- sources utilisées.

À noter, cette formation, très complète,  mise à jour le 9 octobre dernier, est un des liens proposés par le Point du FLE.

Un document à étudier

« L’évaluation de la crédibilité des documents en ligne » ne s’intéresse pas qu’à l’information, mais donne de nombreuses pistes de réflexion à mettre en pratique. En voici le sommaire :

-        Introduction ;
-        Critères liés à la validation du contenu ;
-        Critères s’appliquant à l’auteur ;
-        Critère reliés à l’insertion dans la littérature spécialisée ;
-        Critère reliés à la forme et la structure du document ;
-        Un cas particulier : la crédibilité de wikipédia.

Deux articles sur le site cactusacide

Une séance sur l’évaluation de l’information  proposée dans le cadre du programme de SVT. Le document téléchargeable  permet aussi de travailler sur la notion d’auteur et de sa responsabilité.

Une carte conceptuelle  qui a servi de trame à une formation intitulée « information numérique-production, recherche, évaluation et production ».

Ressources académiques

Des documents issus d’une journée de formation aux documentalistes en CDI

Pascale Peurot (professeur certifié affectée à l’Université de Limoges) a proposé au printemps 2011 une journée de formation aux documentalistes en CDI de collèges et lycées (Académie de Limoges) sur la thématique : Valider l’information. Le site de l’académie de Limoges propose trois supports utilisés lors de cette formation.

- Valider l’information sur Internet : un document de onze pages
- Valider l’information sur Internet :  une approche didactique (16 pages, pdf)
Une proposition de scénario pour l’évaluation de l’information (2 pages, document Word)
Ces documents sont également accessibles à partir du site Netpublic.

Un travail pédagogique réalisé avec des élèves de seconde.

Toujours sur le site de l’académie de Limoges, une fiche professeur et une fiche élève autour de l’évaluation de l’information sur un site Web.

  Un « Mémotice » : « Valider l’info en ligne » :Ce document du crdp de l’académie de Versailles,   librement téléchargeable, donne des pistes pour « chercher des informations, repérer les bonnes infos et savoir rester critique sur ce que l’on peut lire et visualiser sur Internet. »

Diaporama présenté lors d’une journée annuelle

Lors de leur rendez-vous annuel, les professeurs documentalistes des Bouches-du-Rhône ont réfléchi ensemble « aux nouvelles pratiques informationnelles des jeunes et aux conséquences induites pour les professionnels de la recherche documentaire». Ils ont mis au point un diaporama sur « Les pratiques numériques des jeunes et la recherche d’information. Mise à profit d’une rumeur pour travailler avec les élèves autour de la désinformation sur Internet. » Retrouvez le dans l’article consacré à la manifestation : « Culture de l’information et nouvelles pratiques médiatiques »

Ressources européennes

Le Détective de l’internet   est un cours individuel interactif en ligne. Il vise à enseigner les compétences nécessaires à l’évaluation critique d’un document Internet. Ce cours, déjà ancien,  est issu du projet DESIRE  financé par l’Union européenne.

Ressources étrangères

Catalogue  anglais

Cette série de liens est un article proposé par « Information Quality WWW Virtual Library ». Ils sont orientés vers les critères d’évaluation des ressources d’information, en particulier celles trouvées sur Internet. La page s’adresse plus particulièrement aux bibliothécaires ou documentalistes.

Un dossier québécois

Exercer son jugement critique sur Internet (deux parties) est un dossier réalisé conjointement par l’Infobourg  et Carrefour éducation  en lien avec les travaux de chercheurs de l’Université du Québec à Chicoutimi sur les compétences critiques de futurs enseignants.

Après deux articles :

-        Internet dans la vie des jeunes ;

-        Mettre sa pensée critique en pratique.

La première partie du  dossier  passe à la pratique et suit le processus d’une recherche :
- définir l’objet de sa recherche en fonction du contexte ;
- effectuer sa recherche d’informations ;
- évaluer chaque nouvelle source ;
- utiliser et citer l’information correctement.
Viennent ensuite des ressources complémentaires :
- une webographie téléchargeable (évaluation de l’information et activités pédagogiques) ;
- « développer des pratiques critiques sur Internet », un dossier réalisé par les mêmes auteurs, pour le réseau d’information pour la réussite éducative (Rire)

La deuxième partie  propose des analyses de cas autour de l’utilisation de vidéos sur Youtube.

Depuis le changement de nom du site media awareness pour habilomédias, l’article « Décortiquer une page Web » donnée en lien n’est plus accessible. On peut par contre y lire « Évaluer les informations trouvées dans Internet ». Cette deuxième partie propose aussi le téléchargement d’un dossier de 25 pages qui propose des études de cas.

Ludiques

Le jeu Escouade B

Un jeu sérieux québécois, Escouade B   –C’est un jeu en ligne pour une analyse critique d’informations trouvées sur le web, conçu comme un apprentissage complémentaire. Il a été développé avec l’aide d’une association spécialisée dans l’aide à la recherche documentaire Bibliothèque à la rescousse. Il s’adresse aux enfants de 8 à 13 ans. Le joueur doit répondre à des questions sur l’analyse de l’information pour pouvoir vaincre des monstres et poursuivre son chemin. L’action se situe dans le métro de Montréal. Les différentes lignes correspondent à des niveaux de difficultés croissants.   La première ligne sert de tutoriel. Pour créer des « expériences-joueurs » différentes, les cinquante questions s’affichent de manière aléatoire. Le jeu a été développé en flash et son graphisme a un côté cartoon. Sa sortie est prévue cette année.

« Qui dit vrai ? »

La deuxième aventure des trois cybercochons s’adresse aux jeunes de 9 à 11 ans. Dans ce jeu interactif, ils découvrent qu’il est important de vérifier l’information en ligne, mais il est plus axé vie privée qu’information en ligne. Le jeu est complété par un guide (en anglais) destiné aux enseignants. Il explique le jeu, fournit des informations complémentaires, des feuilles d’exercices, propose des activités.

 

Un angle particulier : hoax, rumeur, information

Rumeur ou information ?
À partir du constat suivant : «  Anodines ou dangereuses, les rumeurs occupent une place non négligeable dans notre univers quotidien. Dans un établissement scolaire tout aussi bien » et d’un
exemple vécu dans un établissement, le clemi de Versailles a mis au point un document intitulé « rumeur ou information ? » à utiliser avec des 4e 3e et élèves des lycées.  Le document part de l’exemple, du mode de diffusion de la rumeur, de ses conséquences éventuelles, du processus qui porte à porter crédit à la rumeur, avant de donner le script de la séquence dont l’objectif est d’amener les élèves à savoir différencier une rumeur d’une information et à comprendre ce qu’est une source.  À lire en complément « Rumeur sur le net, les jeunes font confiance aux réseaux sociaux plus qu’à leur famille ».

Info ou « inthoax »  le conseil supérieur de l’éducation aux médias (Belgique) propose un fascicule téléchargeable avec une fiche d’activités pédagogiques sur  ce thème.

Des cas concrets

Un hoax : fukushima et ses cœurs en fusion

De l’info à la rumeur : un volcan pourrait dévaster l’Europe.

Proposés par Ghislain Chasme une série de liens pour travailler autour de « vérité ou intox ? »

Un texte d’analyse

« Comment naissent et évoluent les rumeurs sur les médias sociaux ? » part du « bug » de facebook (fin septembre) pour définir la rumeur, en analyser le processus de naissance et d’évolution dans un monde où l’accélération est devenu la règle et où internautes et journalistes interfèrent constamment.  «Face à la cadence infernale de l’actualité, souligne l’auteur,  les nouveautés deviennent rapidement obsolètes. Dans ce contexte, l’impatience se fait sentir et les gens souhaitent toujours consommer plus en économisent plus de temps. C’est pourquoi les informations vont parfois plus vite que le raisonnement des internautes ».

Un « démontage »
« La fausse vis d’Apple : comment une rumeur se répand sur le web »  qui explique comment une entreprise suédoise a lancé une fausse information pour comprendre comment elle se diffuse (et aussi faire parler d’elle).

Sans oublier le réflexe à avoir, visiter le site hoaxbuster.

Lecture complémentaire un article de Slate qui recense trois scénarii possibles pour « faire dérailler les circuits de l’actualité ».

 MAJ : le 15 novembre 2012

 

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