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This paper for SIG-USE reports work in progress on exploring documentary practices for oral history projects through the lens of human information behavior. It is the first study to thematize sensitizing concepts in LIS as tools to analyze information uses in the oral history format. Sensitizing concepts on information practice, information work, and communities of practice foreground human-centeredness in information work contexts. On-site research using qualitative content analysis techniques took place in fall 2022 to determine two units of analysis and investigate census and purposive samples of oral histories at the Science History Institute, Philadelphia, PA. Results suggest that documentary practices reflect information use by stakeholders whose multiple frames of reference layer visible and invisible work in the conception, production, and documentation of oral history projects and co-authored interviews. The conclusion offers three directions for future research. Recommendations include conceptualizing stewardship as collaborative information practices and attributing information work.

International audience; Since the triple disaster of March 11, 2011, a natural, environmental and nuclear crisis at the same time, who upset a whole people in a new era, the “post-Fukushima”. This article offers an analysis of post-disaster works, photographs by five Japanese photographers Tadashi Ono, Naoya Hatakeyama, Takashi Arai, Takashi Homma and Rinko Kawauchi which represent the devastated landscape of Tôhoku bear witness to the remains of territories wiped out by the earthquake, followed by the devastating tsunami resulting in the Fukushima nuclear disaster. The five photographers in different series show poignant images; images of chaos in which the photograph is intended to be revealing, the photographer acting as a witness to the tragic consequences which have led to the destruction of the environment and of humanity. These images are to be understood as real acts of resilience, where aesthetics and environmental speech meet. This is how photographers give another way of saying and seeing the Anthropocene era caused by disasters through images that could show the resilience of people, as well as the relationships between individuals and their environment from a socio-political perspective. Because it is the disaster that opened the way/voice to a committed documentary photographic practice and whose desire is to bear witness to the vulnerability of societies to natural and environmental risks.; Depuis la triple catastrophe du 11 mars 2011, à la fois naturelle, environnementale et nucléaire, c’est tout un peuple qui a été bouleversé, et qui est entré dans une nouvelle ère, celle du « post-Fukushima ». Cet article propose une analyse d’œuvres de l’après-catastrophe, des photographies de cinq photographes japonais Tadashi Ono, Naoya Hatakeyama, Takashi Arai, Takashi Homma et Rinko Kawauchi. Tous représentent le paysage dévasté du Tôhoku en témoignant des vestiges de territoires anéantis par le tremblement de terre, suivi par le tsunami dévastateur qui entraîna la catastrophe nucléaire de Fukushima. Les cinq photographes, dans différentes séries, montrent des images poignantes ; des images du chaos, dans lesquelles la photographie se veut révélatrice, le photographe agissant comme un témoin des conséquences tragiques qui conduisent à la destruction de l’environnement et de l’humanité. Ces images sont à comprendre comme de véritables actes de résilience, où se rencontrent esthétique et discours environnemental. C’est ainsi que les photographes donnent une autre manière de dire et de voir l’ère de l’Anthropocène marquée par les catastrophes à travers des images qui traduisent la résilience de tout un peuple, ainsi que les relations entre les individus et leur environnement dans une perspective sociopolitique. Car c’est bien la catastrophe qui a ouvert la voie/voix à une pratique photographique documentaire engagée et dont la volonté est de témoigner de la vulnérabilité des sociétés face aux risques naturels et environnementaux.

International audience; This article presents the results of the readership survey conducted by the two authors at the request of the scientific committee of the DMS-DMK journal. 10 years after the digital availability of the journal and almost 20 years after the publication of its first issue, when it was still called D&S, the editorial staff was eager to collect the views, practices and opinions of its readership. This text reports, in addition to the method followed, 11 points of result that the authors have extracted from the global study. This survey, conducted between 2020 and 2021, was carried out in two stages: an online survey and a series of comprehensive interviews.; Este artículo presenta los resultados de la encuesta de lectores realizada por los dos autores a petición del comité científico de la revista DMS-DMK. 10 años después de la disponibilidad digital de la revista y casi 20 años después de la publicación de su primer número, cuando todavía se llamaba D&S, el personal editorial estaba ansioso por recopilar las opiniones, prácticas y opiniones de sus lectores. Este texto reporta, además del método seguido, 11 puntos de resultado que los autores han extraído del estudio global. Esta encuesta, realizada entre 2020 y 2021, se realizó en dos etapas: una encuesta en línea y una serie de entrevistas exhaustivas.; Cet article vient faire le bilan de l’enquête de lectorat conduite par les deux auteures à la demande du comité scientifique de la revue DMS-DMK. 10 ans après la mise à disposition numérique et gratuite de la revue et près de 20 ans après la parution de son premier numéro, lorsqu’elle s'appelait encore D&S ; la Rédaction était soucieuse de recueillir la parole, les pratiques et l’avis de son lectorat. Ce texte rend compte, outre de la méthode suivie, de 11 points de résultat que les auteures ont extrait de la globalité de l’étude. Cette enquête, menée entre 2020 et 2021 l’a été en deux temps : une enquête en ligne et une série d’entretiens compréhensifs.

Images and iconographic objects, such as coins, weights, jetons, pilgrim badges and seal-matrices were broken and buried on a large scale during the European Middle Ages (11th-15th centuries). In this essay, the focus on the circumstances and the manner in which seal-matrices were broken into fragments and discarded casts light on a particular medieval understanding of the overlapping boundaries of human and artefactual agency. Specifically, the imprinting process at work in the production of seal impressions created a logic of replication that assigned to the imprints the status of originals and the task of verification. The destruction of Seal-matrices, thus, targeted replication, a technique that, experienced as empowering the agency of replicated objects, was also capable of substituting for personal intentionality.

Recently, documentary practices, including those working with moving images, have known an unprecedented boom in the art field, which provoked criticism but also led to fruitful discussions between the two fields of artistic documentary practices and the more traditional documentary cinema. This article aims to contribute to this discussion by analyzing some pivotal arguments of the ongoing debate, mainly the question of documentary practices and their relation to reality, art and politics. For a better understanding of the current situation, the analysis of key moments in the history of documentary discourse is the basis for the discussion of contemporary documentary practices between cinema and art, considering seminal examples combining moving images with questions of performativity. RESUMO Recentemente, as práticas documentais, incluindo aquelas que lidam com imagens em movimento, experimentaram um aumento sem precedentes na área artística, o que provocou críticas mas também levou a férteis discussões entre o campo de práticas documentárias artísticas e os documentários cinematográficos mais tradicionais. Este artigo visa a contribuir com essa discussão a partir da análise de alguns argumentos centrais ao debate existente, principalmente a questão das práticas documentais e suas relações com a realidade, arte e política. Para uma melhor compreensão da situação atual, a análise de momentos-chave na história do discurso documental é a base para a discussão de práticas documentais contemporâneas entre cinema e arte, considerando exemplos seminais que combinam imagens em movimento e questões de performatividade.

Objectives: The aim of this article is to add a decisive new element to our current knowledge on how teaching sessions in have been conducted and recorded throughout Islamic history. This is done by editing a rare document containing the ‘preliminary samāʿs’ concerning readings of the Sunan by al-Dāraquṭnī (d. 385 AH/995 AD), the preliminary samāʿs for the first part of al-Nasab by Zubayr b. Bakkār (d. 256 AH/870 AD), and a list of those attending a reading of a booklet containing hadiths by Dāwūd b. Rashīd (d. 239 AH/853 AD). The secondary aim is to reflect on the identity of the writer of these preliminary lists and on the differences between these preliminary samāʿs (which we call ‘awrāq al-samāʿ’) and the final samāʿ (the ‘ṭibāq al-samāʿ’). Methodology: This study is based on the identification of a new ‘genre’ of documents (‘preliminary samāʿs’) produced in the course of teaching sessions. These documents are, in turn, philologically edited and then historically compared with other known documents produced in such sessions. A careful examination of these documentary practices allows us to understand the cultural logic of these documents. Findings: Editing and studying these new documents adds to our understanding of such teaching sessions. The article thus argues the existence of a hitherto unknown documentary genre that is clearly distinct from the final samāʿ and constituted an earlier stage in the documentary practices of those involved in recording the attendance in teaching sessions. Originality: The documents studied in this research have not previously been studied. Their publication thus adds entirely new primary sources to our field. More importantly, this study conceptualizes this type of document and thus significantly adds to our knowledge of teaching and learning practices throughout Islamic history.

During the 13th to 15th centuries, the main towns of Aquitaine under English rule and located in Bordelais (Blaye, Bordeaux, Bourg, Cadillac, Libourne, Saint-Émilion, Saint-Macaire), developed, as part of the boom in writing and preservation of archives, many and varied forms of documentary practices : copies of royal acts, constitution of procedural files, rolls, chirographs, signs, cartularies, etc. Concomitantly with their political organisation, whether they were set up as a commune or remain under seigneurial domination, they thus constituted archival funds, the composition of which, specific to each of them, most often reflects an affirmation of identity and the construction of community memory, the scope and strategies of which vary, in particular according to the status of these cities. The most successful examples of these identity and memory strategies, highlighted by codicological and textual analyses, are the Bordeaux and Libourne cartularies, which were carefully structured prior to their development, sometimes modified, thus marking the political and social evolutions of these communities, particularly in the difficult context of the war of Hundred years. The identities and memories emanating from these archives and these documentary practices underline the social composition of these cities, their political and commercial ambitions, going beyond, for Bordeaux and Libourne, the local and often conflictual framework. They also make it possible to identify the relationships between these urban communities, their main concerns or the hegemony of the jurade over the inhabitants. In addition, the study of these funds, and in particular their comparison, with regard to the royal acts, with the Gascon roles kept in the English chancellery, makes it possible to understand the very direct relationship maintained by these communities with the English sovereigns, sometimes to the detriment of the royal administration set up in Aquitaine, but also raises the question of the archival choices made : the construction of identity and memory seems to have also involved the disappearance, in municipal funds, of acts most unfavorable to the interests of the city, as well as certain clauses in the copies of preserved acts, even the opportune appearance of documents of which there are no more traces in the English archives., Au XIIIe au XVe siècle, les principales villes de l’Aquitaine sous obédience anglaise et situées en Bordelais (Blaye, Bordeaux, Bourg, Cadillac, Libourne, Saint-Émilion, Saint-Macaire), développèrent, dans le cadre de l’essor de l’écrit et de la préservation d’archives, des formes nombreuses et variées de pratiques documentaires : copies d’actes royaux, constitution de dossiers de procédure, rouleaux, chirographes, pancartes, cartulaires, etc. Concomitamment à leur organisation politique, qu’elles soient érigées en commune ou demeurent sous domination seigneuriale, elles constituèrent ainsi des fonds d’archives, dont la composition, propre à chacune d’entre elles, traduit le plus souvent une affirmation identitaire et la construction d’une mémoire communautaire, dont l’ampleur et les stratégies mises en œuvre varient, notamment selon le statut de ces villes. Les exemples les plus aboutis de ces stratégies identitaires et mémorielles, mises en exergue par des analyses codicologiques et textuelles, sont les cartulaires bordelais et libournais, qui furent minutieusement structurés préalablement à leur élaboration, parfois modifiés, marquant ainsi les évolutions politiques et sociales de ces communautés, particulièrement dans le contexte difficile de la guerre de Cent ans. Les identités et mémoires émanant de ces fonds d’archives et de ces pratiques documentaires soulignent la composition sociale de ces villes, leurs ambitions politiques et commerciales, dépassant, pour Bordeaux et Libourne, le cadre local et souvent conflictuel. Elles permettent également de cerner les relations entre ces communautés urbaines, leurs principales préoccupations ou l’hégémonie de la jurade sur les habitants. En outre, l’étude de ces fonds, et notamment leur comparaison, en ce qui concerne les actes royaux, avec les rôles gascons conservé à la chancellerie anglaise, permet de comprendre la relation très directe entretenue par ces communautés avec les souverains anglais, parfois au détriment de l’administration royale mise en place en Aquitaine, mais soulève également la question des choix archivistiques effectués : la construction identitaire et mémorielle semble avoir aussi impliqué la disparition, dans les fonds municipaux, des actes les plus défavorables aux intérêts de la ville, de même que certaines clauses dans les copies d’actes conservées, voire l’apparition opportune de documents dont il n’existe plus de traces dans les archives anglaises.

Objectives: The aim of this article is to add a decisive new element to our current knowledge on how teaching sessions in have been conducted and recorded throughout Islamic history. This is done by editing a rare document containing the ‘preliminary samāʿs’ concerning readings of the Sunan by al-Dāraquṭnī (d. 385 AH/995 AD), the preliminary samāʿs for the first part of al-Nasab by Zubayr b. Bakkār (d. 256 AH/870 AD), and a list of those attending a reading of a booklet containing hadiths by Dāwūd b. Rashīd (d. 239 AH/853 AD). The secondary aim is to reflect on the identity of the writer of these preliminary lists and on the differences between these preliminary samāʿs (which we call ‘awrāq al-samāʿ’) and the final samāʿ (the ‘ṭibāq al-samāʿ’). Methodology: This study is based on the identification of a new ‘genre’ of documents (‘preliminary samāʿs’) produced in the course of teaching sessions. These documents are, in turn, philologically edited and then historically compared with other known documents produced in such sessions. A careful examination of these documentary practices allows us to understand the cultural logic of these documents. Findings: Editing and studying these new documents adds to our understanding of such teaching sessions. The article thus argues the existence of a hitherto unknown documentary genre that is clearly distinct from the final samāʿ and constituted an earlier stage in the documentary practices of those involved in recording the attendance in teaching sessions. Originality: The documents studied in this research have not previously been studied. Their publication thus adds entirely new primary sources to our field. More importantly, this study conceptualizes this type of document and thus significantly adds to our knowledge of teaching and learning practices throughout Islamic history.

At a time when digital epistemic spaces represent a major information source, we explore whether these spaces, and Wikipedia in particular, determine or reveal an evolution in Art History and Archaeology students’ relationship to knowledge upon entering university. Following the ESCOL team’s work, which defines the relationship to knowledge as a “relationship to the world, to others and to oneself of a subject faced with a need to learn” (Charlot, 1997, p.33), we seek to examine the ways in which knowledge discovered online is accessed and utilised by students in their complex academic works, namely essays, dissertations and reports. Upon entering university, students develop autonomy as well as learning practices, and discover knowledge not only as a constituted object but also as an object under perpetual construction. Wikipedia is at the core of the present PhD research. Owing to its unique characteristics the encyclopaedia is noteworthy both in itself, and as a digital documentary source. Several studies confirm an empirical impression that the use of Wikipedia for course-related research is widespread, notwithstanding the fact that it is not regarded as a reliable, or even legitimate, source by the academia. How does one then acquire learning skills at a time when digital epistemic spaces multiply calling for a rethink of the relationship to knowledge, transmission of which remains the legitimate domain of university, represented by its lecturers? The present research combines quantitative and qualitative methodology to investigate the students’ relationship to Wikipedia and other digital documentary sources, which they are required to collect, evaluate and reinvest in their own academic works.; A l’heure où les espaces épistémiques numériques constituent une source d’information fondamentale, nous nous demandons si ces espaces, et en particulier Wikipédia, sont des déterminants ou des révélateurs d’une évolution du rapport au savoir des étudiant.es entrant à l’université en histoire de l’art et archéologie. Dans le sillage des travaux sur les lycéens de l’équipe ESCOL, qui définissent le rapport au savoir comme ce « rapport au monde, à l’autre et à soi-même d’un sujet confronté à la nécessité d’apprendre » (Charlot, 1997, p. 33), il s’agit d’interroger les stratégies d’accès aux contenus de savoir disponibles en ligne et de réutilisation de ces contenus pour réaliser des productions académiques complexes du type exposé, commentaire, dissertation ou dossier. A l’entrée à l’université, les étudiant.es développent leur autonomie, mettent en place des méthodes de travail et se confrontent avec un savoir qui n’est plus seulement un objet constitué en tant que tel mais un objet en perpétuelle construction. Wikipédia est au cœur de cette recherche doctorale. Ses caractéristiques en font un objet à la croisée de différentes problématiques propres au document numérique compris dans sa dimension de source documentaire, en même temps qu’un objet avec ses particularités propres. La recherche confirme l’impression empirique que l’utilisation de Wikipédia par les étudiant.es dans un contexte académique est très répandue alors même qu’elle ne semble pas perçue comme une source fiable, ou du moins légitime, à l’université. Quelles sont alors les caractéristiques de l’apprentissage du métier d’étudiant.e à l’heure où la multiplication des espaces épistémiques numériques implique de repenser le rapport aux savoirs dont l’université, à travers l’enseignant.e, reste un vecteur de transmission légitime ? Une double approche, à la fois quantitative et qualitative, a été retenue pour examiner la relation que les étudiant.es entretiennent avec Wikipédia et avec différentes sources numériques qu’ils/elles sont amené.es à collecter, évaluer et réinvestir dans leurs propres productions académiques.

Medical records form an integral part of patient care. Proper documentation and its maintenance are mandatory as part of the law. It is essential for a treating doctor to document the required details to avoid allegations of negligence. Proper documentation will not only help us to prove that particular services were provided but can also serve as a tool for communication with other professionals. This article draws together the standards and suggests some good clinical practices as per the Mental Healthcare Act 2017.

The documentational approach to didactics (Gueudet and Trouche, 2010) highlights the importance of working on resources for teachers. This work is completely changed by digital environments that are developed over the past ten years. This study takes part in the ANR-REVEA research project. It focuses specifically on the documentary work of Mathematics and English teachers. The article proposes to study the documentary practices of teachers in a rural secondary school by identifying at first what are the resources used by teachers to prepare and to do their teaching. The investigation then brings elements on the collective dimension of the documentary work of teachers of this school, in the same subject teams, but also in the context of interdisciplinary work. Finally, these first elements will be put into perspective in light of deliverables already published by the actors of the ReVEA project., L’approche documentaire du didactique (Gueudet et Trouche, 2010) a mis en évidence l’importance du travail sur les ressources pour l’enseignant. Cet aspect du métier d’enseignant est complètement bouleversé par les dispositifs numériques qui se sont développés depuis une dizaine d’années. La présente étude s’inscrit dans le cadre du projet de recherche ANR-ReVEA (Ressources vivantes pour l’enseignement et l’apprentissage). Elle est plus particulièrement centrée sur le travail documentaire des enseignants de mathématiques et d’anglais. L’article propose d’étudier les pratiques informationnelles des enseignants d’un collège rural en identifiant dans un premier temps les ressources mobilisées par les enseignants pour préparer et faire la classe. L’enquête apporte ensuite des éléments sur la dimension collective du travail documentaire des enseignants de ce collège, dans les équipes disciplinaires, mais aussi dans un contexte de travail interdisciplinaire. Enfin, ces premiers éléments sont mis en perspective à la lueur des livrables déjà publiés par les acteurs de de la recherche ReVEA., Messaoui Anita. Les pratiques informationnelles individuelles et collectives des enseignants d’un collège rural. Une enquête exploratoire. In: Spiral-E. Revue de recherches en éducation, supplément électronique au n°57, 2016. Supplément au n° 57 : Petite enfance et politique inclusive : quelle prise en compte du handicap ? pp. 55-82.

The theoretical-epistemological studies of González de Gómez and Frohmann on actions that constitute information and practices that produce documents allow finding neighborhoods with the reflections on history and memory studies. It allows visualizing a device involving the memory construction, that we call diffuse politics of memory. The reflections of the historians and researchers of the social memory concerning to their responsibilities with the narratives of the past ought to be extended to other actors, especially to the researchers of the fields of information and the document studies. Os estudos teórico-epistemológicos de González de Gómez e Frohmann sobre as ações de informação e práticas que produzem documentos e informações permitem encontrar proximidades com as reflexões sobre a história e a memória, permitindo visualizar-se um dispositivo implicado na construção da memória, que chamamos de políticas difusas de memória. As reflexões dos historiadores e estudiosos da memória social acerca de suas responsabilidades com as narrativas do passado devem ser estendidas a outros atores, especialmente aos pesquisadores dos campos de estudos da informação e do documento.

The aim of this paper is twofold. Firstly, to analyse how a particular reading activity in a post-war Swedish comprehensive school, was part of the larger social and political project of the welfare state, and tied to the notion of good citizenship. Thereby, and secondly, the paper aims to illustrate how dialogical document theory enables the study of reading, and possibly other types of document work and practices. The analysis of a speech by a teacher about what can be learnt from a short story during a Swedish lesson in a primary school in 1968 illustrates how document work such as reading activities are value-laden, and tied into ideologies and political projects. In this specific case, reading is in dialogue with the political project of realising the democratic and egalitarian “People’s home” which, somewhat paradoxically, required the disciplining of its young citizens. It is concluded that a dialogical document theory, which focuses on document work as it unfolds in localised activities and at the same time on situation-transcending documentary practices, can be useful for studies within Library and Information Science on reading in both utilitarian and pleasure oriented empirical contexts. Reading, traditions and negotiations: Reading activities in Swedish classrooms 1967-1969

The poster explores documentary practices in web environments where credibility is constructed and agreed upon. Based on studies of open peer review processes in scholarly journals and of discussions of credibility in comments to a climate change blog, four dimensions of credibility assessment activities are identified: gatekeepers/open participation; formal credibility assessment/intrinsic plausibility; individual credibility assessment/collective credibility assessment; and experts/laymen. Within each dimension, various positions and tensions with regard to credibility are exemplified. It is concluded that whether or not participation in credibility assessments, or review, becomes a collective activity within a documentary practice depends on the interaction between the affordances of the inscription technologies, social affordances and institutional practices.

How do the teachers and students at the IUFM maintain their professional culture ? Not necessarly by reading ; above all by communicating orally with their colleagues, and pushed by the need to solve their problems. What happens when they move on to reading ? This article gives an account of the art of research into teachers'' and student teachers'' information practices. Drawing their sources from the movement of knowledge in the US and from the context of definition of the body of knowledge of the teaching profession, studies about readers explain the diversified behaviour of teachers in terms of what they are at the begining of their carreer, during teaching practice or during continuous or self-training, attitudes of rejection, of propensity, utilitarian choices, strategies for promotion…, Comment les enseignants, les étudiants IUFM entretiennent-ils leur culture professionnelle ? Pas forcément en lisant ; surtout en communiquant oralement avec leurs collègues, et poussés par la résolution de leurs problèmes. Que se passe-t-il quand ils passent à la lecture ? Le présent article fait un état de l’art des recherches concernant les pratiques informationnelles des enseignants et des étudiants enseignants. Puisant leurs origines dans le mouvement des connaissances aux Etats-Unis et dans le contexte de la définition des savoirs du métier enseignant, les études de lectorat explicitent les comportements diversifiés des enseignants selon qu’ils sont en début de carrière, en exercice ou en formation initiale, continue, en autoformation…, les attitudes de rejet, de propension, les choix utilitaires, les stratégies promotionnelles… La bibliographie sur laquelle s’appuie cette note de synthèse figure en fin d’article., Duquesnoy Sylvie. Les lectures professionnelles des enseignants en exercice et en formation : note de synthèse et repères bibliographiques. In: Spirale. Revue de recherches en éducation, n°19, 1997. Documentation et formation, sous la direction de Annette Béguin. pp. 73-88.

This study investigates learning at an IT help desk in a multinational production company, a work practice that has not yet been given much research attention despite its importance in many areas of society. IT help desks heavily rely on different forms of documentation for sustaining their practice and for maintaining their communication and expertise as a team. In the study, we explore how the documentation in a case management software, which is a very salient tool by means of which IT help desks perform their work, is being reused to shape the quality of the performance of the team. Through video observations of locally arranged discussions about 46 cases we analyze, in detail, the material, discursive and interactional means by which daily documentation of work is re-visited for learning purposes.

International audience; This article proposes to assess the relevance of French social objects reference for the teaching of information retrieval. After analyzing these works of authority, constituting a professional culture, and their impact on the training practices of the teacher librarians, a study of information retrieval activity developed in the non-formal sphere is proposed.; Cet article propose d'évaluer la pertinence des objets sociaux de référence français pour l'enseignement de la recherche d'information. Après une analyse de ces objets d'autorité, constitutifs d'une culture professionnelle, et de leur impact sur les pratiques de formation des enseignants documentalistes, est proposée une étude de l'activité de recherche d'information développée dans la sphère non formelle. Peut ainsi être mesurée la compatibilité entre les pratiques formelles et les pratiques non formelles, socialement légitimées.

Actually, a double process gets the university education. The first one concerns the empowerment of universities (Laws relative to the Responsibilities of Universities, LRU). The second shows itself by the dominion of one complex informative paradigm, too often reduce under the notion of "Information society" or confused with "Internet". However, the specifically scriptural requirements of the system of validation of teachings Educations, distributed show themselves essentially through épistémiques, ethical and methodological frames of the disciplinary fields. How could we envisage the impact of this double movement on the capacities of the students to dead new educational and informative imperatives ? We wish to bring some elements of answer by analyzing the documentary practices of historian students, considered in the whole of the general intellectual practices, registered in a particular épistémique, methodological and ethical environment .; Un double processus touche actuellement le système d'enseignement universitaire. Le premier concerne l'autonomisation des universités (Lois relatives aux Responsabilités des Universités, LRU). Le second se manifeste par la domination d'un paradigme informationnel complexe trop souvent condenser sous la notion de « Société de l'information » ou réduit à Internet. Or, les exigences spécifiquement scripturales du système de validation des enseignements dispensés au sein même de l'université se manifestent essentiellement au travers de cadres épistémiques, éthiques et méthodologiques propres aux champs disciplinaires. Comment dans ces conditions envisager l'impact de ce double mouvement sur les capacités des étudiants à appréhender de nouveaux impératifs pédagogiques et informationnels ? Nous souhaitons apporter certains éléments de réponse en analysant les pratiques documentaires des étudiants en histoire, considérées dans l'ensemble des pratiques intellectuelles générales, inscrites dans un environnement épistémique, méthodologique et éthique particulier.

International audience; This paper introduces some theoretical elements about documentary analysis like linguistics or european semiotics. Placing this documentary process within semio-stylistics theories enables us to specify the attitude of indexer. In this way the study of documentary elements and an epistemological thinking into the information and communication sciences constitute a work in progress.; Cette communication présente quelques éléments de réflexion sur des modèles de référence convoqués autour de l'analyse documentaire. Les modèles relevant de la linguistique ou de la sémiotique offrent en effet des cadres théoriques à l'étude sur l'analyse documentaire qu'il convient de discuter au sein de l'approche info-communicationnelle. Le travail en cours porte sur des éléments spécifiques de la documentation et permet d'orienter des recherches à venir à la fois sur un plan pratique et selon une dimension épistémologique propre aux sciences de l'information et de la communication.

National audience; La Fédération et Ressources sur l’Antiquité (Frantiq, groupement de services du CNRS) rassemble plus de 40 services d'unités du CNRS et des universités, de musées, de services d’archéologie du ministère de la culture et de collectivités territoriales.Frantiq produit un catalogue collectif partagé, des services associés, et un thésaurus spécialisé PACTOLS conçu comme référentiel pivot. Ces outils sont développés selon des normes et standards qui visent à l'interopérabilité des données et métadonnées produites dans le respect des principes FAIR adaptés aux pratiques d’une communauté disciplinaire (archéologie et sciences de l'environnement). Ils s’intègrent dans l’écosystème scientifique des sciences humaines et sociales.Un questionnaire adressé au premier trimestre 2021 aux archéologues et aux historiens des périodes anciennes interroge leurs connaissances et leur utilisation d’outils et ressources documentaires dans le contexte désormais institutionnalisé de la science ouverte. Le nombre de réponses est significatif : il permet de dégager des résultats représentatifs sur lesquels la cellule de pilotage et les groupes de travail de Frantiq pourront s’appuyer pour repositionner ses outils, l’offre de service et les axes de travail de ce réseau documentaire en archéologie, unique en France. Cette enquête quantitative et ses résultats ont été présentés lors du colloque.