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[7] => Array
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[desc] =>
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)
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1
Catalog
PDF - Développer citoyenneté numérique et compétences langagières (2023)
Qu’est-ce que la citoyenneté et la littératie numériques ? Quel lien peut-on faire entre éducation à la citoyenneté numérique et formation en langues ? Comment peut-on concrètement allier les deux en didactique des langues ? C’est à ces questions que répond cet ouvrage dont l’objectif est d’ouvrir des pistes concrètes pour aider les apprenants à développer leur citoyenneté numérique tout en apprenant et pratiquant les langues de façon aussi authentique que possible.
Les auteurs proposent une définition de la littératie numérique et dressent un portrait du citoyen usager des langues et du numérique. Ils mettent en lumière de nombreux points de contact entre éducation à la citoyenneté numérique et formation en langues. Ils précisent ensuite les fondements d’une approche didactique de type socio-interactionnel qui prend entièrement en compte les interactions sociales dans lesquelles s’inscrivent toutes les actions humaines. Finalement, le livret montre comment l’approche peut être mise en œuvre grâce aux « tâches ancrées dans la vie réelle », qui se trouvent au cœur du projet e-lang citoyen. Ces tâches, à réaliser sur des sites participatifs en ligne, donnent aux apprenants l’occasion d’(inter) agir pour de vrai en tant qu’usagers des langues et en tant que citoyens agissant de façon informée, compétente, sûre, éthique et responsable.
Les auteurs proposent une définition de la littératie numérique et dressent un portrait du citoyen usager des langues et du numérique. Ils mettent en lumière de nombreux points de contact entre éducation à la citoyenneté numérique et formation en langues. Ils précisent ensuite les fondements d’une approche didactique de type socio-interactionnel qui prend entièrement en compte les interactions sociales dans lesquelles s’inscrivent toutes les actions humaines. Finalement, le livret montre comment l’approche peut être mise en œuvre grâce aux « tâches ancrées dans la vie réelle », qui se trouvent au cœur du projet e-lang citoyen. Ces tâches, à réaliser sur des sites participatifs en ligne, donnent aux apprenants l’occasion d’(inter) agir pour de vrai en tant qu’usagers des langues et en tant que citoyens agissant de façon informée, compétente, sûre, éthique et responsable.
Liste des figures
1 Introduction
2 Citoyenneté numérique
Références bibliographiques
1 Introduction
2 Citoyenneté numérique
2.1 Portrait
2.2 Un acteur social à l’identité plurielle impliqué dans diverses communautés
2.3 Droits, responsabilités et valeurs
2.4 (Inter)agir en ligne dans des domaines spécifiques
2.5 Un acteur social qui agit de manière spécifique
2.6 Bases de l’agir du citoyen usager du numérique
2.6.1 Attributs personnels
2.6.2 Contexte / Infrastructures
2.7 Liens avec la didactique des langues
3 Littératie numérique
3.1 Origines et spécificités de la notion de littératie numérique
3.2 Différences entre « littératie », « compétences » et « capacités »
3.3 La littératie numérique : un concept à multiples facettes
3.3.1 Les dimensions de la littératie numérique
3.4 De la littératie numérique instrumentale à la construction identitaire
3.4.1 Littératie numérique et agentivité
3.4.2 Littératie numérique et construction identitaire
3.5 Conception de la littératie numérique retenue
3.6 Littératie numérique et apprentissage-enseignement des langues
3.7 Modèle de littératie numérique adopté
3.7.1 Littératie technologique
3.7.2 Littératie de la construction de sens
3.7.3 Littératie de l’interaction
3.7.4 Contexte socio-interactionnel
3.7.5 Contexte spatiotemporel et matériel
3.7.6 Cadre critique, éthique et citoyen
4 Une pédagogie active, participative et transformative
4.1 Un apprentissage situé, distribué et partagé
4.2 Accompagnement
4.3 Réflexivité
4.4 Connecter apprentissage « in the wild » et en milieu institutionnel
4.5 En résumé
5 Bases de l’approche socio-interactionnelle – Primauté des interactions sociales
5.1 Interactions sociales
5.2 Importance et influence des interactions sociales
5.3 Interactions sociales et coconstruction de sens
5.4 Interactions sociales et communautés en ligne
5.5 En résumé
6 Approche didactique – Des tâches ancrées dans la vie réelle pour (apprendre à) communiquer pour de vrai
6.1 Éléments clés de l’approche socio-interactionnelle
6.2 Une approche par tâche et une extension de la perspective actionnelle
6.3 Typologie des tâches en fonction des interactions sociales
6.4 Les tâches ancrées dans la vie réelle
6.4.1 Les tâches ancrées dans la vie réelle sont des tâches
6.4.2 Les tâches ancrées dans la vie réelle préexistent à toute action didactique
6.4.3 Les tâches ancrées dans la vie réelle se réalisent sur des sites ouverts et participatifs
6.4.4 Les tâches ancrées dans la vie réelle ne s’imposent pas, elles se proposent
6.4.5 Les tâches ancrées dans la vie réelle sont doublement ancrées
6.5 Mise en oeuvre pédagogique des tâches ancrées dans la vie réelle
6.5.1 Les bases philosophiques du TBLT
6.5.2 L’approche TBLT retenue par e-lang citoyen
6.6 L’enseignant et les apprenants
6.6.1 Les apprenants réalisant des tâches ancrées dans la vie réelle
L’enseignant et ses rôles
6.7 La question de l’évaluation
6.7.1 Une évaluation sociale dans le contexte socio-interactionnel de la tâche
6.7.2 Une évaluation formative dans le contexte éducatif .
6.7.3 Une évaluation par les pairs et une auto-évaluation
6.7.4 Des tâches-miroirs pour évaluer sommativement
6.8 Tâches réflexives
7 Présentation des fiches de tâche
7.1 Des fiches à deux volets
7.2 Sections des fiches
7.2.1 Tâche
7.2.2 Site
7.2.3 Informations diverses : niveau, activités langagières visées, objectifs de citoyenneté et littératie
7.2.4 Étapes possibles
7.2.5 Conseils – Garder à l’esprit à qui vous vous adressez
7.2.6 Conseils – Travaillez la dimension langagière
7.2.7 Pistes de réflexion
7.3 Différences entre les fiches pour les tâches ancrées dans la vie réelle et les tâches réflexives
8 Invitation Références bibliographiques
Qu’est-ce que la citoyenneté et la littératie numériques ? Quel lien peut-on faire entre éducation à la citoyenneté numérique et formation en langues ? Comment peut-on concrètement allier les deux en didactique des langues ? C’est à ces questions que répond cet ouvrage dont l’objectif est d’ouvrir des pistes concrètes pour aider les apprenants à développer leur citoyenneté numérique tout en apprenant et pratiquant les langues de façon aussi authentique que possible.
Les auteurs proposent une définition de la littératie numérique et dressent un portrait du citoyen usager des langues et du numérique. Ils mettent en lumière de nombreux points de contact entre éducation à la citoyenneté numérique et formation en langues. Ils précisent ensuite les fondements d’une approche didactique de type socio-interactionnel qui prend entièrement en compte les interactions sociales dans lesquelles s’inscrivent toutes les actions humaines. Finalement, le livret montre comment l’approche peut être mise en œuvre grâce aux « tâches ancrées dans la vie réelle », qui se trouvent au cœur du projet e-lang citoyen. Ces tâches, à réaliser sur des sites participatifs en ligne, donnent aux apprenants l’occasion d’(inter) agir pour de vrai en tant qu’usagers des langues et en tant que citoyens agissant de façon informée, compétente, sûre, éthique et responsable.
Les auteurs proposent une définition de la littératie numérique et dressent un portrait du citoyen usager des langues et du numérique. Ils mettent en lumière de nombreux points de contact entre éducation à la citoyenneté numérique et formation en langues. Ils précisent ensuite les fondements d’une approche didactique de type socio-interactionnel qui prend entièrement en compte les interactions sociales dans lesquelles s’inscrivent toutes les actions humaines. Finalement, le livret montre comment l’approche peut être mise en œuvre grâce aux « tâches ancrées dans la vie réelle », qui se trouvent au cœur du projet e-lang citoyen. Ces tâches, à réaliser sur des sites participatifs en ligne, donnent aux apprenants l’occasion d’(inter) agir pour de vrai en tant qu’usagers des langues et en tant que citoyens agissant de façon informée, compétente, sûre, éthique et responsable.
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