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Revue de recherches en littératie médiatique multimodale
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2368-9242
Published by Érudit Homepage  [151 journals]
  • DISPOSITIFS NUMÉRIQUES POUR L’ENSEIGNEMENT DE LA
           LITTÉRATURE

    • Abstract: Monique Lebrun, Nathalie Lacelle and Jean-François Boutin
       
  • LITTÉRATURE ET NUMÉRIQUE : ARCHÉOLOGIE D’UN
           PARADOXE

    • Abstract: Alexandra Saemmer : From the first experiments, the association between literature and computing has aroused enthusiasm, but has also provoked criticism. Confronted with the increasing influence of big companies on digital creation and reading, many authors and teachers have actually yielded to disillusionment. The objective of the archaeological exploration I propose in this article, is to step back from the ideologies that characterize both the fatalist and the enchanted discourses. I will examine some key steps in the relationship between literature and computers, focusing on the literary forms written and published on this device. I will also historical and contemporary works that take into account the evidences and the ‘unthoughts’ of this complex relation, and illustrate the possibilities to explore the relationship between literature and computing in full awareness of the ambiguities and fields of tension.
       
  • REMÉDIATISATIONS DU LIVRE DANS LES APPLICATIONS HYPERMÉDIATIQUES DE
           LITTÉRATURE POUR LA JEUNESSE

    • Abstract: Brigitte Louichon and Eleonora Acerra : This contribution is aimed at analyzing the links between books and hypermedia in a selection of literary apps for children. Considered under the prism of remediation and media hybridization, these relationships can be gathered into four typologies: the adaptation of the printed text into a hypermedia app (where the book comes before app); the opposite direction, leading from a hypermedia app to a print book (where the book comes after the app); the co-construction, implying the combined use of a printed book and an app for accessing a single work (where the books comes alongside the app); the internal figuration, integrating representations of books and readers in the diegesis (where the book is inside the app). Through this, two hypotheses are questioned: the link between the book’s hybridization and the dual destination of any children’s product; the shaping of a stereotyped and reassuring imaginary, finalized at introducing the young reader to the symbolic universe of the book via the digital media.
       
  • RESSOURCES NUMÉRIQUES POUR L’ENSEIGNEMENT DE LA LITTÉRATURE DE
           JEUNESSE. PROMESSES DU TEMPS JADIS, REPRÉSENTATIONS ENSEIGNANTES ET ESSAI
           MANQUÉ DE TYPOLOGIE

    • Abstract: Sonya Florey and Vincent Capt : The present article falls within the scope of children’s literature didactics. It aims at observing the quality of digital resources made available to educators in search of material to build teaching sequences. Two types of data guide our analysis: a questionnaire that highlights the representations of teachers in training regarding their knowledge of children’s literature, their level of didactic competence, and their use of digital resources; followed by an exploration of digital resources potentially useful to teachers, which was the second goal of our study. Our research ends with a few suggestions on what constitutes a pedagogical site, thus supporting teaching practices.
       
  • LINUM : UN PROJET NUMÉRIQUE POUR INTERROGER L’ENSEIGNEMENT DE LA
           LECTURE LITTÉRAIRE

    • Abstract: Agnès Perrin-Doucey and Eleonora Acerra : This contribution is aimed at analyzing the digital learning tools developed within the research and development project Linum: Reading, speaking and writing with Children’s Literature and digital tools (France, Oct. 2014 - Oct. 2017). Conceived as a didactic and pedagogical prototype for enhancing the study of literary reading at primary school, it also serves research purposes by gathering data on a selection of activities realized by pupils and teachers during the scientific testing of the resource. Linum thus allows an analysis of the developing perspectives of the resource and an accurate description of the actual teaching-learning practices led by its usage. The article explores these two aspects: it illustrates on the one hand how the resource attempted to include in its construction the most recent research in literature teaching and, on the other hand, how teachers have effectively used the platform and its tools in their classes. After having defined the pedagogical and theoretical framework of the project, as well as the technological constraints that have guided the design of the resource, we will describe the platform and its functionalities, here considered as literary teaching devices. Finally, two case studies will exemplify some possible usages, while proving how digital tools can contribute to organize and reveal the effective literary reading practices at school.
       
  • LE JEU VIDÉO ET LE SERIOUS GAME SONT-ILS LÉGITIMES DANS L’ENSEIGNEMENT
           DE LA LITTÉRATURE EN FRANCE ' UNE PERSPECTIVE HISTORIQUE

    • Abstract: Laetitia Perret : This article examines the place of video games in a literature course in France from a corpus of official programs, educational publications of the Scérén and Canopé networks (under the supervision of the French Ministry of National Education, MEN) and the MEN national information and resources portal. It reveals the very low presence of video games and serious games not only in literature, but more generally in the French discipline. We hypothesize that this low presence is explained, in part, by the history of the discipline and more generally by the relationship that the school institution has with popular culture of which video games is a part of. The process of schooling video games is indeed similar to that of literature, cinema, and television. It generates school practices that favor distance and not immersion in fiction. The radical novelty of video games is not taken into account, but reduced to the known, through practices distancing fiction, the image, and the game.
       
  • DU BOOKTUBE À LA VIDÉO DE LECTEUR : ENJEUX D’UN GENRE
           SCOLARISABLE

    • Abstract: Nathalie Brillant Rannou : Online literature is constantly blurring its own boundaries. The borderlines of a daily journal, heart-felt expression or autofiction, are porous but it remains possible to gather a corpus of readers’ self-filmed diaries online. As booktubing is a growing reality, the analysis of a sample of multimodal examples demonstrates how they visualize the text, narrativize it, and reconfigure its expression. The reader’s experimental video is equal parts self-portrait, actualized reading, and interreader.Asked to produce reader videos, a number of students in a bachelor of arts program have inspired the following questions:what experience and readers’ abilities do these digital productions reveal'What experience and reading skills do these digital productions demonstrate'How does the video modify the reader’s activity'Do these productions reveal a literary specificity'This article attempts to clarify the problematics of literary digital models and to highlight the didactic issues involved.
       
  • ENSEIGNER LA LITTÉRATURE AVEC DES BANDES-ANNONCES LITTÉRAIRES OU CE QUE
           LES BOOK TRAILERS FONT AUX OEUVRES LITTÉRAIRES

    • Abstract: Aldo Gennaï and Maïté Eugène : A book trailer is an advertising tool designed on the model of the movie trailer: a short, recorded video aimed at introducing and promoting a book. Some teachers use the book trailers as a didactic device for the teaching of literature in order to achieve various educational and pedagogical goals. We propose to examine what becomes of the literary works in the book trailers. Our hypothesis is that the tool itself determines how learners represent the texts studied in class, due to the device’s multimodal and digital nature, the result of an adaptation process, due also to its brevity and its original advertising function. The analysis of the data collected in two classes of French high school shows that the use of the book trailers results in a reconfiguration of the literary texts. This reconfiguration operates in terms of registers and genres and directs the appropriation by the readers of the literary works, and the expression of this appropriation, towards their spectacularization.
       
  • LE LIVRE NUMÉRIQUE ENRICHI EZOOMBOOK ET SES APPLICATIONS DANS LE
           CHAMP SCOLAIRE

    • Abstract: Ida Iwaszko, Patricia Lojkine, Christine Evain and Christopher de Marco : New technologies are a challenge that our schools must take up. As part of our eZoomBook (eZB) project, we have developed eZB – enriched eBooks based on heritage texts. The eZB format makes it possible to integrate several tabs and documents (versions in different languages, abstracts, images, audio documents, video, etc.) that are quickly accessible through a "zoom" feature. In line with the mission that Hannah Arendt assigns to the school, our goal here is a transmission of a literary heritage by introducing learners to a world necessarily older than they are. Through the eZB digital tool, we concretely give them "the means to understand and organize complexity" (Becchetti-Bizot, 2012) and to integrate OSS (Secondary Semiotic Objects) within the context of a collaborative class project.Our work, in coordination with the Academy of Nantes, shows the interest of eZBs for teachers of cycle 3 and presents the results of our experimentation in a primary class. Through a multimodal approach, the eZB makes it possible to bring together, organize, and promote the activities carried out during the semester, all the while preserving the freedom of teachers who wish to improvise by calling upon their pedagogical experience and intuition (Gladwell, 2005).
       
  • REMÉDIATISER LE PATRIMOINE LITTÉRAIRE À TRAVERS LE LIVRE ENRICHI :
           QUELLES EXPÉRIENCES DE LECTURE '

    • Abstract: Arnaud Laborderie, Claire Jeantet and Pascale Hellégouarc’h : The digitization of literary heritage, and the advent of tactile tablets as a new literary medium, deeply change the access of literary works and the reader’s experience. By examining the enhanced digital edition of Voltaire’s Candide published by the French national Library (BnF), Voltaire Foundation, and Orange, this article will explore the different aspects of an enhanced eBook, from conception to the reader’s experience. This digitized classic of literature, thanks to multimedia and multimodality, gives an updated interpretation of the book and provokes a significant change in the reader’s involvement.
       
  • ÉDITER LA CROISADE DES ENFANTS DE MARCEL SCHWOB EN VERSION ENRICHIE :
           QUELS ENJEUX DE RÉCEPTION '

    • Abstract: Marie-Armelle Camussi-Ni, Catherine Daniel, Solenn Dupas and Nathalie Brillant-Rannou : The article that follows recounts an interview between Nathalie Brillant-Rannou and coordinators of the enriched edition of Marcel Schwob's The Children's Crusade. In collaboration with the studio L'Apprimerie, the group "Reading and Digital Mediations" (EA CELLAM, University Rennes 2) conducted an action-based research study on the design of a book in ePub3 format from Schwob's nineteenth century story. This enriched book is to be the subject of a reception study in the second part of the project. Through this approach, it is necessary to see to what extent the remediatization of a literary work is able to promote its appropriation by decompartmentalizing the horizons of expectation, as well as the habits of reading. The emergent contents of enriched digital books invite us to go beyond the binary oppositions between paper and screens, between linear reading and delineared reading. The remediatized heritage works, which integrate hypertext and multimedia content, open up specific lines of thought within this ensemble. This interview focuses on the editorial choices made and the reception hypotheses that underpin them, particularly in terms of reading skills and heritage issues.
       
  • KALCES

    • Abstract: Guillaume Vissac : The following article presents a case study highlighting the variety of choices, both artistic and editorial, made by a literary publishing house regarding a poetic book: Kalces, by Florence Jou, Margaux Meurisse and Samuel Jan. This book has been published on different media: printed book, e-book and web-application. The different steps leading to its design and the variety of its form are presented by its publisher.
       
  • ÉCOUTER, VOIR, APPRÉCIER ET COMPRENDRE DES FABLES SUR LE NET : LE LOUP
           ET L’AGNEAU DE LA FONTAINE EN CYCLE 3

    • Abstract: Nathalie Drouin and Jean-François Massol : A classic text that is traditionally taught in school, La Fontaine's Fables, is now enjoying a new life thanks to digital technology. This medium gives the texts a new look including the ability to feature images and sounds. Do these new modes allow today's young readers to better appreciate texts whose difficulty have been noted for a long time, for example by Jean-Jacques Rousseau' Taking the judgment of taste as an introduction into the material, two French first-grade teachers used a sequence constructed from the fable of the "Wolf and the Lamb" sung in different styles. This made it possible to analyse the way in which the students understood the text and appropriated it for themselves.
       
 
 
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