Tenir en classe un blog de lecture littéraire : pratiques du texte, reconfigurations de la réception. Le cas d’i-voix au lycée de l’Iroise de Brest

Abstract : Can poetry and the internet go hand in hand when it comes to teaching poetry in high school? How do students position themselves as reading subjects, and how can keep blogs in class help them achieve that goal? What impact does a blog very specific system of enunciation have on teaching literature? What multimodal reading and writing practices are developed in the process? What range of phenomena do they clearly give rise to, as far as reading is concerned? We carefully analyzed the content of a blog called “i-voix” and put both students’ and teachers’ reports on their blogging experience under scrutiny. Bearing in mind that using the digital environment certainly doesn’t do it all, this study demonstrated that the reading practices involved in the process of blog keeping do indeed increase and intensify, as they are ultimately allowed to materialize via that medium. Finally, the very fact that keeping blogs is not yet common practice in schools may be the reason why it gives birth to stimulating and creative literary experiences that all students share in and that brings them together as part of the greater reading community.
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Nathalie Brillant Rannou, Jean-Michel Le Baut. Tenir en classe un blog de lecture littéraire : pratiques du texte, reconfigurations de la réception. Le cas d’i-voix au lycée de l’Iroise de Brest. Revue de recherches en littératie médiatique multimodale, Groupe de Recherche en Littératie Médiatique Multimodale, 2017, 5 (mars). ⟨hal-01589059⟩

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