Building and sharing information-documentation knowledge

The case of teacher librarians in France

Abstract

This paper proposes a reflection on the production and social knowledge management in information by a study of their language formalization. It is to understand the epistemological background of knowledge in discourse of information professionals about their practices. The theoretical approach is based on the definition of the conceptual network of Knowledge to identify, by differentiating information and knowledge, and characterizing the different types of knowledge. From a methodological point of view, the data were collected from eight teacher librarians of agricultural schools in France (secondary education) in the form of observations of activity filmed interviews and post activity carried out by interviews of simple self–confrontation. The results show that if the different facets of knowledge in practice exist, their referentiality remains searchable and a number of theoretical descriptors activity as communicative, informational and documentary process help uncover issues to know.