un état des lieux des usages de la littératie médiatique multimodale en contexte numérique (LMM@)

Cette synthèse de connaissances fait un état des lieux des usages de la littératie médiatique et multimodale en contexte numérique (LLM@) dans les cours de français, langue d’enseignement (L1-L2), en milieu minoritaire ou majoritaire, entre 2015 et 2020. Notre objectif était d’identifier des usages innovants en LMM@. Nous avons répertorié 192 documents correspondants à nos critères de recherche. À partir d’un corpus de 30 articles représentatifs, l’analyse a mis en évidence que le choix des mots-clefs ne reflète pas les concepts ou les contenus des études, ainsi qu’une grande disparité dans les définitions associées à la LMM@. De plus, nous avons constaté un certain flou dans la définition des concepts centraux telles les compétences informationnelles et les compétences en LMM. Une analyse plus fine et à partir du cadre du TPACK de 14 études a présenté des pratiques intégrées de l’enseignement du français, avec des perspectives transdisciplinaires, ancrées dans les pratiques culturelles quotidiennes des jeunes du 21e siècle. On note aussi que l’identité culturelle, linguistique et numérique est favorisée.This knowledge synthesis provides an inventory of the uses of media and multimodal literacy in a digital context (LLM @) in French courses and language of instruction (L1-L2) in minority or majority environments, between 2015 and 2020. Our goal was to identify innovative uses in LMM@. We collected 192 documents matching our search criteria. From a corpus of 30 representative articles, the analysis revealed that the choice of keywords did not reflect the concepts or content of the studies, as well as a great disparity in the definitions associated with the LMM@. In addition, we have noticed a certain looseness in the definitions of central concepts, such as information skills and LMM skills. A more detailed analysis based on the TPACK framework of 14 studies, presented integrated practices in French teaching with transdisciplinary perspectives anchored in the daily cultural practices of youth from the 21st century

Le journal de bord comme outil d’accompagnement d’enseignants en formation professionnelle intégrant une approche favorisant la compréhension en lecture

Les enseignants en formation professionnelle du secondaire (FP) s’attendent à ce que les élèves possèdent les habiletés de lecture nécessaires pour lire les contenus des cours, mais bon nombre d’entre eux éprouvent des difficultés. C’est ainsi qu’un total de 21 enseignants de la FP a été accompagné dans l’implantation d’une approche pédagogique probante en compréhension en lecture sur deux années consécutives. L’analyse qualitative de leurs journaux de bord révèle que les modalités d’appropriation de l’approche expérimentée passent par des bonifications et des adaptations, un modelage plus fréquent de stratégies de lecture de haut niveau, une plus grande variété de regroupements des élèves lors de la lecture collaborative et une forte présence de la pratique du désétayage progressif.Secondary VET teachers expect students to have the reading skills necessary to read course content, but many are struggling. Thus, 21 VET teachers were accompanied in the implementation of a proven pedagogical approach in reading comprehension. The qualitative analysis of their logbooks reveals that the methods of appropriating the approach go through improvements and adaptations, a more frequent modeling of high-level reading strategies, a greater variety of groupings of students during collaborative reading and a strong presence of the practice of gradual release of responsibility

Process of Creating Multiethnic and Multimodal OER for Teaching and Learning in Francophone Contexts.

Communicate the adopted research and development approach (Research design method) in creating a relevant multimodal OER. Highlight the importance of creating a multimodal OER in a minority learning french context by including a variety of perspectives (North american, african, indigenous) IntermediateAmal Boultif is an Assistant Professor in the Faculty of Education at the University of Ottawa. She is interested in challenges related to writing and reading, as well as the integration of multimodal approaches and information technologies in the teaching and learning of French. El Hadji Yaya Koné is an Assistant Professor and researcher in the pedagogy of online and hybrid learning in higher education at the University of Ottawa. His research interests focus on disciplinary digital pedagogy, inclusive pedagogy, collaborative learning, and cross-border distance education. Adou Jean-Constant Atta holds a bachelor's degree in education and a professional master's degree in library studies. He is a French immersion teacher and a doctoral student in education at the University of Ottawa. His research focuses on the pedagogical integration of serious games in the Francophone linguistic minority context in post-secondary education.In this session, we will go through the critical landscape of OER development, focusing on the creation of inclusive, collaboratively engaging learning modules using the Research Design method. We will present the authoring interface, the tools, and the multimodal supports used, and we will also talk about the validation phases of the first two modules of the OER. We will discuss the need to develop a variety of multiethnic French-speaking resources, adapted to the teaching of French in minority contexts. To encourage participant engagement, we will include two polls that will be conducted in real-time during the presentation using the online tool Mentimeter. The first poll will be done before the presentation is delivered. The objective is to collect participants' opinions on the educational issues of the OER. The second survey will be conducted at the end of the presentation with the aim of evaluating the OER from the method used to produce the resource and its relevance in the context of minority education. The purpose of this presentation is to raise the issue of producing inclusive and engaging OER in the context of a French-speaking linguistic minority and to contribute to the discourse on the development of OER for equitable education.In recent years, educators of all backgrounds have focused on the affordances of digital technologies (Farr & Murray, 2016). However, during the COVID-19 pandemic, hybrid teaching-learning contexts have created a significant need for validated and copyright-free multimodal digital resources, particularly for teaching various subjects, including French (Boultif & Pecorini, 2021). Unfortunately, few French-language multimodal resources were accessible and copyright-free. Moreover, few of these resources met the expectations of diverse curricula due to limitations or obsolescence. Our presentation outlines the stages of a research and creation project of an Open Educational Resource (OER) designed for teaching French, especially autobiography, biography, and storytelling genres. We provide an overview of the general context, theoretical framework, research, and design approach related to creating learning modules focused on a selection of text genres

Process of Creating Multiethnic and Multimodal OER for Teaching and Learning in Francophone Contexts.

In this session, we will go through the critical landscape of OER development, focusing on the creation of inclusive, collaboratively engaging learning modules using the Research Design method. We will present the authoring interface, the tools, and the multimodal supports used, and we will also talk about the validation phases of the first two modules of the OER. We will discuss the need to develop a variety of multiethnic French-speaking resources, adapted to the teaching of French in minority contexts. To encourage participant engagement, we will include two polls that will be conducted in real-time during the presentation using the online tool Mentimeter. The first poll will be done before the presentation is delivered. The objective is to collect participants\u27 opinions on the educational issues of the OER. The second survey will be conducted at the end of the presentation with the aim of evaluating the OER from the method used to produce the resource and its relevance in the context of minority education. The purpose of this presentation is to raise the issue of producing inclusive and engaging OER in the context of a French-speaking linguistic minority and to contribute to the discourse on the development of OER for equitable education