La littératie attentionnelle comme nouvelle littératie : aider les élèves à faire face au désarroi numérique
DOI :
https://doi.org/10.21432/cjlt28037Mots-clés :
littératie attentionnelle, pleine conscience, littératies numériques, désordre numériqueRésumé
Lorsque les élèves apprennent en ligne, ils le font dans un contexte plus large de désordre numérique, marqué par la distraction, le désordre et la déconnexion, dont la recherche montre qu'il est loin d'être propice à un apprentissage efficace. Les problèmes éducatifs spécifiques comprennent un manque de concentration, lié à une surcharge d'informations dans un environnement caractérisé par la mésinformation et la désinformation, ainsi qu'un manque de connexion avec soi-même et les autres. Partant du principe que l'importance croissante accordée aujourd'hui aux littératies numériques dans l'éducation constitue déjà une réponse partielle au désordre numérique, ce document de positionnement fondé sur des données propose le concept de littératie attentionnelle en tant que macrolittératie qui entrelace des éléments de littératies désormais établies avec le discours éducatif émergent de la pleine conscience. Grâce à la littératie attentionnelle, les élèves peuvent prendre conscience de la façon de concentrer leur attention intentionnellement sur eux-mêmes, sur les relations avec les autres et sur l'environnement informationnel, ce qui se traduit par une approche plus réfléchie de l'apprentissage, associée à une appréciation des multiples perspectives changeantes. Équipés de cet ensemble de compétences en développement, les étudiants sont en mesure de tirer un meilleur parti des expériences éducatives numériques. Parmi les considérations relatives à la poursuite des recherches dans ce domaine, il y a la nécessité d'adopter une position critique sur la pleine conscience et la nécessité de rendre opérationnelle la littératie attentionnelle pour la salle de classe.
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