Cartographier pour comprendre : la mise en récit numérique documentée par des enseignants dans un cours de 2e cycle à l’université
DOI :
https://doi.org/10.21432/cjlt28002Mots-clés :
production, formation des maîtres, mise en récit numérique, cartographie, multimodalitéRésumé
Cet article démontre comment la documentation enrichit le concept de littératie à l’université, en particulier dans le contexte d’un cours élaboré pour des enseignants de langues. En s’appuyant sur des données issues d’un projet de recherche mené auprès d’étudiants du deuxième cycle dans une université des Maritimes, les autrices expliquent comment la cartographie produite par les participants présente des concepts relationnels qui déteignent sur la capacité à faire des liens, à comprendre, à réfléchir et à réagir. Pour ce faire, les autrices se penchent sur une étude de cas impliquant deux enseignantes inscrites dans un cours de deuxième cycle portant sur la littératie. Ces étudiantes ont composé un récit numérique à l’aide de Scratch et ont mobilisé des dimensions multimodales comme la musique, l’animation, et le mouvement. La documentation effectuée par les enseignantes interroge le concept voulant que la composition rime avec la simple action de « faire » et prend en considération des processus de réflexion importants en littératie, dans un contexte universitaire.
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© Amélie Lemieux, Stephanie Mason 2022
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.
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Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.
