Search results

International audience ; A partir d'un corpus de textes officiels émanant de deux ministères de l'Éducation issus de contextes socioculturels et géographiques distincts, la France et le Québec, nous proposons d'interroger les visions de la littératie numérique que ces textes véhiculent. Les déclarations et prescriptions compris dans ces textes sous-tendent des visions spécifiques du numérique, de l'apprenant et des intentions et besoins de formation de ces derniers, ce que cette analyse croisée permet de mettre en évidence. ; The objective of this paper is to identify how primary and secondary school curricula in France and Quebec are addressing digital literacy, given their geographic and cultural differences. Ministerial guidance conveys images of what is digital literacy, who are today's learners, how they should be taught digital literacy and for which purpose. We used these themes to compare the two curricula.

International audience ; A partir d'un corpus de textes officiels émanant de deux ministères de l'Éducation issus de contextes socioculturels et géographiques distincts, la France et le Québec, nous proposons d'interroger les visions de la littératie numérique que ces textes véhiculent. Les déclarations et prescriptions compris dans ces textes sous-tendent des visions spécifiques du numérique, de l'apprenant et des intentions et besoins de formation de ces derniers, ce que cette analyse croisée permet de mettre en évidence. ; The objective of this paper is to identify how primary and secondary school curricula in France and Quebec are addressing digital literacy, given their geographic and cultural differences. Ministerial guidance conveys images of what is digital literacy, who are today's learners, how they should be taught digital literacy and for which purpose. We used these themes to compare the two curricula.

Gisèle Ettori, State, Church, School and the Revolution.
According to the well known test of the signature on the marriage certificate, the author studied the evolution of literacy of children born at Tourcoing between 1769 et 1792 and married there. Although the shock produced by the revolutionary dismantling of religious instruction somewhat accentuated a decline in literacy rates, the process had actually commenced long before 1791. It then came to a stop with the generation which had learned to read and write between 1797 and 1802. Consequently, there are some factors not associated with the Revolution which are responsible for the decline — in particular, the change of the social composition of the population between 1770- 1780. The demand for literacy of the first generation of proletariat (of which the proportion was increasing at Tourcoing) was, in effect, weaker.

This article proposes an articulation between the conceptions of information literacy and a cultural and social approach of critical thinking, implemented through an original methodological approach of analysis and cartography of controversies. We begin by discussing some dimensions of the digital environment that affect the definition and consideration of the fields of Information Literacy (IL) and Critical Thinking (CI) and their articulation. We go on to present a state of the literature on critical thinking that reflects divergent visions. We extend this reflection by proposing a synthesis of the convergences between the concepts of information literacy and critical thinking and a form of articulation between the two fields. Subsequently, we present a reflexive analysis of our teachings on controversies at university since 2014, and which constitute an adequate support for teaching our cultural, social and creative approach of critical thinking.

In a regional context marked by the continuing shock waves from the Arab Spring and the rising risk of terrorism in the Sahel, the Kingdom of Morocco stands as a pillar of stability. The country largely escaped the impact of both the global economic crisis and the revolutionary tsunami that swept across Arab nations. It remains a pivotal player for the balance of North Africa, the Mediterranean basin and Africa in general. Sustained growth - which remains at around 4% per annum - and a robust economy continue to attract foreign investors, who recognize the stability of the country's institutions, bolstered by the multiple reforms initiated by King Mohammed VI in March 2011. Foremost among these were the broadening of the powers of the prime minister, a healthy devolution of authority at the regional level, increased spending on education and literacy, plus expanded rights for women and recognition of the Berber cultural identity. In short, there is little doubt that Morocco is on the right path. Adapted from the source document.

International audience ; In recent years many English-speaking (but also Dutch and Scandinavian) scholars have fruitfully explored the interactions between gender and written culture in late medieval England. These studies merit consideration and comparison with recent developments in French historiography. Many of these works can be placed within the framework of studies on « literacy/orality/aurality » and pay particular attention to the complexities of the content and forms of women's knowledge and their transmission at all levels. These studies emphasize the multiplicity of situations and models according to social, political and religious contexts. They enlarge and question the notion of literacy as well as the relations of domination between men and women and the resulting tensions and negotiations. As such, they map a far more complex cultural landscape. ; Nombre d'analyses et de réflexions d'Anglo-Saxons (mais aussi de Scandinaves et de Néerlandais) sur les interactions entre genre et culture écrite en Angleterre à la fin du Moyen Âge ont été, ces dernières années, d'une grande richesse. Elles méritent d'être appréhendées dans toute leur complexité et d'être confrontées aux récents questionnements de l'historiographie française. Une grande partie de ces travaux s'est inscrite dans le cadre d'une analyse renouvelée du triptyque « literacy/orality/ aurality » et insiste sur la complexité des contenus et des formes de savoirs féminins et de leurs transmissions à tous les niveaux. Ces études soulignent la multiplicité des situations et des modèles selon les contextes sociaux, politiques et religieux. Elles élargissent et problématisent la notion de literacy ainsi que les rapports de domination hommes/femmes qui en résultent, dessinant un paysage culturel toujours plus dense.

International audience ; In recent years many English-speaking (but also Dutch and Scandinavian) scholars have fruitfully explored the interactions between gender and written culture in late medieval England. These studies merit consideration and comparison with recent developments in French historiography. Many of these works can be placed within the framework of studies on « literacy/orality/aurality » and pay particular attention to the complexities of the content and forms of women's knowledge and their transmission at all levels. These studies emphasize the multiplicity of situations and models according to social, political and religious contexts. They enlarge and question the notion of literacy as well as the relations of domination between men and women and the resulting tensions and negotiations. As such, they map a far more complex cultural landscape. ; Nombre d'analyses et de réflexions d'Anglo-Saxons (mais aussi de Scandinaves et de Néerlandais) sur les interactions entre genre et culture écrite en Angleterre à la fin du Moyen Âge ont été, ces dernières années, d'une grande richesse. Elles méritent d'être appréhendées dans toute leur complexité et d'être confrontées aux récents questionnements de l'historiographie française. Une grande partie de ces travaux s'est inscrite dans le cadre d'une analyse renouvelée du triptyque « literacy/orality/ aurality » et insiste sur la complexité des contenus et des formes de savoirs féminins et de leurs transmissions à tous les niveaux. Ces études soulignent la multiplicité des situations et des modèles selon les contextes sociaux, politiques et religieux. Elles élargissent et problématisent la notion de literacy ainsi que les rapports de domination hommes/femmes qui en résultent, dessinant un paysage culturel toujours plus dense.

International audience ; This article aims to contribute to the understanding of information, media and digital educations in Brazil and France, based on the analysis of their main convergences and differences. Considering such elements as policies, approaches, arrangements, actors and research orientations, it can be seen that, beyond the important structural and historical differences, there are several points of convergence between these two countries, notably a tendency both social and critical of these "educations to", opposed to the only procedural and adaptive models of the culture of information. ; Cet article vise à contribuer à la compréhension des éducations à l´information, aux médias et au numérique au Brésil et en France, à partir de l´analyse de leurs principales convergences et différences. En considérant des éléments tels que les politiques, les approches, les dispositifs, les acteurs, les orientations de recherche, on constate qu´au-delà des importantes différences structurelles et historiques, il y a plusieurs points de convergence entre ces deux pays, notamment une tendance à la fois sociale et critique de ces « éducations à », opposée aux modèles uniquement procéduraux et adaptatifs de la culture de l´information.

Our purpose is to analyse the parental conceptions of literacy acquisition by preschool children. We oppose two countries socio-culturally and politically marked (F.R.G. and France) . A survey by quest ionary has being realized on a sample of a 236 French families and 86 German families.
The group drawed from the analysis (Hierarchical Cluster Analysis) show a certain number of differences between the two systems considered. The French parents give importance to activities about code unities — activities practiced in French kindergarten. On the other side, German parents according to the dominant conceptions in Germany, favour activities about the functions and functionning of textual and discursive unities written in books.
These differences in the parental conceptions of literacy acquisition are associated with some aspects of the purpose attributed to the preschool systems in the two countries considered.

International audience ; Dans la vallée du fleuve Sénégal, les politiques d'aménagements hydroagricoles sont relativement anciennes. Depuis le milieu des années 1980, elle s'est traduite par un changement des façons culturales (traditionnel vs moderne). Cela interroge l'appropriation de nouvelles techniques culturales par une population rurale faiblement alphabétisée et formée.Il ressort de cet article l'émergence d'un langage hydraulique hybride dans les périmètres irrigués. Cette situation est le résultat du développement de la démarche participative dans la vallée du fleuve Sénégal et de l'essor d'un lexique hydraulique local pour mieux intégrer l'agriculture irriguée dans les transformations socio-économiques.