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Éclatement des formes, des théories et des pratiques didactiques de la littérature sous l’impact du numérique

Eleonora Acerra and Jean-François Boutin

La littérature où on ne l’attend pas

Anaïs Guilet
This essay will aim to demonstrate the explosion of literary forms by digital practices through the analysis of two works whose media do not originally engage literature: the video game console with What Remains of Edith Finch by Ian Dallas, and a transmedia network involving Twitter, Spotify, a paper edition but also exhibitions through Clara Beaudoux’s Le Madeleine Project.We will analyze the narrative and fictional issues of each of these works, in order to demonstrate their eminently heuristic dimension (Bouchardon, 2014). They offer so many entry points for specific narratological and media questions that engage all of our definitions of the literary field. Researchers frequently strive to categorize these forms and designate them by a plurality of neologisms: Twittérature (Fréchette, Côté, 2013), Litteratube (Bonnet, Thérond, 2018), “Literature exposée” (Rosenthal, Ruffel, 2010). They constitute as many attempts to define these new territories, this evolving and unprecedented literary ecosystem. Above all these works show the eminent vitality of literary creation and literary analysis. The latter offers tools that are still up-to-date to approach reading experiences as they are now deployed on a plurality of media, including video game consoles and social networks towards which young audiences (as well as not so young) are now turning massively.

Le réseau classe comme prototype du réseau numérique

Gaspard Turin
The viewpoint of this article is partly political. It seeks to match the realities of digital education with the institutional policies on which it depends, which suffer from a lack of understanding of the non-neutral nature of technology. Instead of claiming to master new technologies and subsequently flooding educational institutions with material, we argue that they should be examined through the prism of the analog devices that preceded them, are still able to accompany and enlighten them. Such is the case with the notion of the network, whose collaborative foundations will be observed through Lipman’s model of the community of inquiry, then subjected to qualitative practical data. We will deduce from these observations that the analogical class-network enables us to better understand its digital counterpart, and that the network’s operating conditions depend on the values that underlie them. These values need to be identified, questioned, and brought together at the heart of classroom practices and exchanges. They are the prerequisite for making use of the network into a virtuous circle.

Reconfiguration du littéraire par le numérique : quelles potentialités didactiques ?

Sonya Florey
This article adopts a theoretical approach, based on a narrative literature review (Tétreault, 2014). It pursues a double objective: first, it attempts to test the notion of “éclatement” as it is mobilized to qualify digital literary works, and second, it problematizes issues concerning the didactization of these works in a school context. After commenting on the teaching and learning objects most frequently mentionned in scientific research, we address three conditions that constitute prerequisites for these digital literary works to be read at school: these conditions draw on pragmatic, literary, didactic and philosophical dimensions. A project implemented in a secondary school class concludes this article, showing how objects and conditions can come in synergies to ensure that digital literature plays a full part in the curriculum.

Que désigne la littérature de jeunesse au format numérique ?

Aurore Lavenka
The purpose of this article is to identify the links between digital literature and digital literature for children, considered under the prism of the definition of digital Literature and the three literary forms that its constitute: generative literature, digital poetry and digital story. This descriptive analysis is based on several works derived from children’s and adults’ electronic Literature in order to identify some points of convergence between the two corpus.

La Littérature jeunesse sous influences

Stéphanie Parmentier
This article looks at the new forms and practices of youth literature that are spreading on the Web. In a context where “anonymous [young] voices” seek to build a literary world far from the traditional canons, a study of the Webtoon France platform, belonging to the Naver Corporation group, which is unexpectedly successful among young readers, was carried out. Based on a semiological analysis of this immaterial space, this study attempts to understand how Webtoon France influences the production of creators and orientates young people’s reading, which has been declining for several years. It is also an attempt to see how the school institution can make teenagers aware of this “participative culture” disseminated on the Web that they are particularly fond of.

Les oeuvres littéraires sonores : vers des ruptures dans les pratiques d’enseignement de la littérature ? Une étude en contexte congolais

Magali Brunel and Elvire Boumbou
The teaching of literature in high school is essentially based on the reading of literary texts; texts, which nowadays exist in both paper and digital formats (Karsenti, 2005; Quet, 2011; Crinon, 2012; Brunel and Quet, 2018). But new media linked to the digitization of practices are developing, such as digital audio formats of literary works (Gendron and Gervais, 2010). They open up new pedagogical potential and can echo attention to students’ singular, sensitive reception. With this in mind, we present an experiment conducted in the Congolese context, in an educational environment where digital technology is not yet present in the school environment, but where teenagers are already involved in digital leisure and communications. It is based on training in the didactics of literature, founded on the paradigm of literary reading and mobilizing digital technology. Based on the adaptation of a device known as “floating listening” borrowed from Brillant Rannou (2012), we analyze the implementation of two future French teacher trainees in high schools in Brazzaville, asking ourselves to what extent the training provided enabled the trainees to orient their practice and negotiate the gap, or even disconnect, between traditional literature teaching practices in high schools and the mobilization of digital audio literary works that we made available to them.

Formes littéraires émergentes à l’école ? Enquête sur les pratiques déclarées (et éclatées ?) au secondaire et au collégial québécois

Luc Mahieu
As part of a broad survey of teaching practices related to narratological knowledge that would be mobilized in French classes (Mahieu 2022), the Quebec component of this study have investigated the emerging new literary genres, such as twitterature, digital poetry, enriched books and literary applications. Conducted between October 2022 and February 2023, this survey aimed more specifically at documenting the place that these new digital literary genres can have in French classes, both in high school and in the CEGEP. Placed into preoccupations of the Lab-yrinthe team around Nathalie Lacelle and those led by the LMM-team in multimodal media literacy in digital context (Lacelle et al., 2017), this article presents and discusses the results obtained from 99 teachers in Quebec (25 in lower secondary, 48 in upper secondary, 35 in CEGEP) about the following questions: what emerging literary genres are making their way into the classroom? At what levels? For what purposes? Is it in a perspective of reception, of production, or even of approximation to supposed social practices? Finally, do teachers who take these new paths feel competent and legitimate to do so?

Regards de didacticiennes de la littérature sur les écrits en réseaux de lecteurs

Pierre Moinard
This article studies five recent publications which, in didactics of literature, focus on school uses of digital spaces to maintain exchanges between readers-writers, at different teaching levels. The meta-analysis questions the modification and enrichment of theorizations that allow researchers to study the diversification of readers’ writings on the Web and their didactizations. The comparison of theoretical frameworks, methodologies, and interpretations of results shows two major convergences, despite the variety of terrain studied by the researchers. On the one hand, the research examined document a weaving of asynchronous and synchronous discourses, sometimes serving reflexive reminders. On the other hand, they provide new information on the temporality of collaborative literary learning.

La bonification par la réalité augmentée d’une oeuvre littéraire imprimée en classe de français au secondaire

Josianne Parent, Séverine Parent and Nancy Gamache
In this article, we present a co-created project resulting from an action-research (MultiNumeric) : the enhancement of a printed novel with augmented reality in secondary’s French class. This project aimed to develop the student’s skills in French, digital literacy and multimodal literacy. This article, a practical documentation, is presented according to the guiding principles of co-creation, the 4Ps approach: portrait of the environment, the co-creation process, the critical description of the co-created project and the student’s productions. Finally, we present a reflexive analysis of the entire co-creation process.

Cocréation d’un projet d’atlas historique numérique au service des apprentissages d’élèves de première secondaire en univers social

Joannie Pleau, Jean-Bernard Carrier and Gabrielle Ross
Information literacy is now a key element in learning. This iteration of the Digital Historical Atlas project aimed to document the development of digital competencies in the context of history teaching and learning while putting in place new theoretical foundations (digital competency, information literacy, multimodal literacy and self-regulated learning). This second iteration is the result of a process of co-creation with three professors, a doctoral student and a teacher. During the realization of the project, the students mainly report an understanding of digital competency focused on the development of technological skills, collaboration, content production and digital creation. Students also report being concerned about the reliability of the information used. The domain of history teaching and learning would therefore be particularly favorable to the development of certain dimensions of digital competency and the development of information literacy skills.

Analyse de productions d’élèves : le cas d’un cabinet de curiosités en classe d’art au secondaire

Marie-Pierre Labrie, Moniques Richard, Nathalie Lacelle and Amélie Bernard
The pedagogical project featured in this article stems from an art teacher’s observation on the lack of authenticity in the artworks produced by her high school students, when directly borrowing from digital culture. To remedy this problem, the project seeks to strengthen the students’ and the art teacher’s digital and multimodal skills, based on the cabinet of curiosities as topic. The project is part of an action-research project (FQRSC 2020–2024) that uses a pedagogical co-creation approach and is presented with the “4P” method (portrait, process, project, production). It relies on the concepts of curiosity, intention, appropriation, and remix. In an effort to foster authenticity in art making, the results demonstrate the necessity of stimulating students’ curiosity based on their interests, of bringing them to develop their artistic intention, of appropriating content through ethical conduct and of remixing it creatively, while documenting their process.

PrendreParole : récit d’une pratique de l’enseignement de la création de balados en contexte du cours de français au secondaire

Karine Blanchette, Francis Girard and Martin Lalonde
When it comes to teaching and evaluating oral communication, individual presentations are the most prevalent method employed in Quebec schools. However, many alternatives would benefit from being explored to both diversify and enrich practices. It is from this premise that stems PrendreParole, a gamified pedagogical project of podcast creation with mythological undertones. In addition to French oral skills, this project aims to concurrently develop digital and multimodal competencies. This article describes the project through a narrative of practice structured by the 4P method, then identifies trajectories of interest regarding the mobilization of such competencies through the use of sound modalities in the context of French class at highschool level.

La littératie multimodale comme outil d’analyse iconographique en Histoire et éducation à la citoyenneté au secondaire

Emilie St-Amand and Éric Bédard
This article synthetizes an applied research project that aims to develop iconographic analysis skills through the use of multimodal literacy in 2th grade high school students in preparation for the history unique test in 4th grade. The teacher gives himself a two-year perspective in order to develop in his students their ability to read images, one of the main weaknesses noted in 4th grade. The project has co-constructed several teaching and learning interventions through the school year soliciting different analogue and digital teaching and learning media (historical comics, web application for creating comics, etc.). In this article, this project is presented in the form of the 4Ps (portrait of the environment, co-creation process, project and production) to then identify the central contributions of the project with regard to three elements: skills in LMM, skills and declarative knowledge of the history and citizen education and the digital skill.

Cocréation et validation d’un outil d’autorégulation en correction textuelle auprès d’élèves de 5e secondaire

Alexandra Beaudouin, Marc Fillion and Jean-François Boutin
The main objective of this article is to expose the process underlying the co-creation and in situ validation of a digital tool for self-regulation correction, and this, within the broader framework of a large-scale action research (Action concertée FRQSC-MÉQ 2020-2023 : projet MultiNumériC). This digital tool allows students, through the self-recording of their writing mistakes, to establish their own evolving portrait in real time—and mobile—of their strengths and difficulties in syntax, punctuation as well as lexical and grammatical spelling. The co-creation team (teacher-researcher and university researchers) observed, throughout the 2021-2022 school year, three groups of secondary 5 students who experimented and criticized the digital tool deployed, which enabled them to gradually improve its technological and didactic efficiency.

Cocréation d’un projet sur les réalités autochtones au service du développement des compétences en littératie médiatique multimodale (LMM) et de la compétence numérique d’élèves du primaire : présentation du projet Premiers Peuples (p1P)

Andréa Gicquel, Séverine Parent and Jean-François Mercure
The Premiers Peuples project, or p1P project, part of the MultiNumériC Action Research project, was designed to help Grade 6 students become better citizens by developing their understanding of the realities of First Peoples of Quebec and Canada. It is part of an initiative to co-create pedagogical projects to support the development of digital competence through multimodal media literacy among students. As part of the p1P project, students were able to mobilize these skills in addition to those linked to other areas of learning, including the social sciences. The co-creation experience is presented in four stages: portrait, process, project and production. Students were invited to develop and update their knowledge of First Peoples’ realities, with a particular focus on present-day realities. Following a planned process (get informed, choose, produce and circulate), the students were able, through digital productions, to highlight the learning they wanted to share with their peers and the community. The Premiers Peuples project showed that collaboration between the academic and research communities is both possible and fruitful.