Synthèse critique des connaissances sur l'écriture électronique à l'aide du blogue au primaire et au secondaire


  • Stéphane Allaire Université du Québec à Chicoutimi
  • Pascale Thériault Université du Québec à Chicoutimi
  • Evelyne Lalancette Université du Québec à Chicoutimi



This article offers a critical synthesis of the knowledge obtained in the wake of the work of the Comite d’experts sur l’apprentissage de l’écriture (Committee of experts on learning to write), which published a report entitled, « Mieux soutenir le développement de la compétence à écrire » (Better Support for the Development of Writing Skills) in January 2008. The synthesis focused on scientific texts that deal with the practice of electronic blog writing in elementary and high school classrooms. The period covered extends from January 2004 to May 2010. Results indicate that a blog’s contexts of use can favour students’ motivation to write, add authenticity to the writing process, and lead students to produce numerous texts. The qualitative aspect of these texts, however, has been little discussed until now. In light of the compiled texts, conceptual and methodological considerations are also proposed as potential avenues for future research.