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Quelle pertinence de la notion de translittératie pour une approche sociocritique du numérique en éducation? Le cas d’usages scolaires lycéens

Abstract : On the basis of an empirical study regarding high school students' real digital uses during academic activities and producing outputs, this article aims to examine how transliteracy (Thomas et al., 2007) would be able to feed an emerging sociocritical approach of digital technology in education (Collin et al., 2015). Our results highlight a strong requirement linked to the mastery of multiple media and the implementation of collective organization strategies. These elements are contextualized face-to-face and remotely, applying to class space and lesson time but also to what happens outside.
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https://halshs.archives-ouvertes.fr/halshs-02464155
Contributor : Carine Aillerie <>
Submitted on : Monday, February 3, 2020 - 8:49:53 AM
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Carine Aillerie. Quelle pertinence de la notion de translittératie pour une approche sociocritique du numérique en éducation? Le cas d’usages scolaires lycéens. Formation et profession : revue scientifique internationale en éducation, Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE), 2019, 27 (3), pp.49-58. ⟨10.18162/fp.2019.482⟩. ⟨halshs-02464155⟩

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