Partages des lectures entre pairs et apprentissages collaboratifs de la lecture littéraire sur des forums et des blogs
(2018)
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- Abstract
- The dissertation investigates both the effects of the idea and knowledge sharing forums and blogs, which foster the formation process of young readers’ literary competence, and the conditions which favor or limit these effects. This general problem has two complementary sides: - the existence of questioning about the reading skills manifested in social practices of the idea exchanging among readers but usually ignored to be implemented; - a question on skill maintenance through the reflection of the read texts by combining online work and face-to-face. To be able to form a sound opinion around these questions, we are examining a non-academic forum of teenagers as well as various hybrid teaching devices, designed and implemented by 10 high school teachers based in Île-de-France in socially varied institutions. The dissertation, taking into account the ethnomethodological approach that carefully examines the social and didactic contexts specific to each studied case, pursues three interdependent objec-tives. It is a question of specifying the processes by which the reader conducts an imaginarily and emotionally involved reading to distinguish the specifications of the different uses of the forums and reader blogs and to find out what maintains or inhibits the interpretative work under certain circum-stances. We first propose a theoretical model of intelligibility of the output collected. Secondly, we analyze teenage readers’ idea exchanging forum to distinguish the specifications of this field and thus contributes to a better understanding of the transposition of social practices at school. Thirdly, we evaluate the effects of various school uses of forums and reader blogs on interpretive work. Three hypotheses were examined in the dissertation. On the non-academic forum of adolescent readers, we conjectured the expression of interpretative reading skills unknown or unnoticed in school context. Concerning hybrid teaching practices, on one hand we have been waiting for the maintenance of the involved and critical reading work in the digital spaces and on the other hand, in face-to-face feedbacks and on asynchronous writings. The strengths and limitations of the studied situations lead to recomendations for the implementation of hybrid approach and hereby for the training of teachers.
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Citations
Moinard, P. (2018). Partages des lectures entre pairs et apprentissages collaboratifs de la lecture littéraire sur des forums et des blogs. https://hdl.handle.net/2078.5/63629