1,721,032 research outputs found
Médiation culturelle : l'éditeur L'école des loisirs. Témoignage de Grégoire Solotareff.
No full texteurolije.euThe aim of my approach is to report on the actions taken by a publisher to familiarise children with reading, to help them acquire reading habits, tastes and cultural knowledge.As a publisher of children's literature, L'école des loisirs was born out of a desire for cultural mediation. In the wake of Freinet's pedagogy and new education, its founders were convinced that young people could not discover the potential of literature solely through the reading practices generally carried out in the classroom. Initially specialising in school publications, the publisher has diversified its offerings and its audience, which extends from toddlers to adolescents. I was interested in the way this mediator selects its products for 21st century readers to promote literature.I was able to collect the answers to a questionnaire from Grégoire Solotareff, author and illustrator of children's literature and publisher of the Ecole des loisirs.Ma démarche a pour objectif de rendre compte des actions menées par un éditeur pour familiariser les enfants à la pratique lectorale, leur faire acquérir des habitudes de lecteurs, des gouts et des connaissances culturelles.Éditeur de littérature de jeunesse, L’école des loisirs est née d’une volonté de médiation culturelle. Dans le prolongement de la pédagogie Freinet et de l’éducation nouvelle, ses fondateurs sont en effet convaincus que la découverte des potentialités de la littérature par le jeune public ne peut uniquement s’effectuer au travers des pratiques de lecture généralement menées en classe. Spécialisé au départ dans les publications scolaires, l’éditeur a ainsi diversifié ses offres et son public qui s’étend du tout-petit à l’adolescent. Je me suis intéressée à la façon dont ce médiateur sélectionne ses produits destinés aux lecteurs du XXIe siècle pour valoriser la littérature.J’ai pu recueillir les réponses à un questionnaire de Grégoire Solotareff, auteur illustrateur de littérature de jeunesse et éditeur à l’école des loisirs
Médiation culturelle : l'éditeur L'école des loisirs. Entretien avec Anaïs Vaugelade.
No full texteurolije.euThe aim of my approach is to report on the actions taken by a publisher to familiarise children with reading, to help them acquire reading habits, tastes and cultural knowledge.As a publisher of children's literature, L'école des loisirs was born out of a desire for cultural mediation. In the wake of Freinet's pedagogy and new education, its founders were convinced that young people could not discover the potential of literature solely through the reading practices generally carried out in the classroom. Initially specialising in school publications, the publisher has diversified its offerings and its audience, which extends from toddlers to adolescents. I was interested in the way this mediator selects its products for 21st century readers to promote literature.I was able to gather the testimony of Anaïs Vaugelade, a writer of children's literature and co-director of the album collection at the Ecole des loisirs. The author describes her career and her conception of the profession of publisher, which accompanies authors in their singularity.Ma démarche a pour objectif de rendre compte des actions menées par un éditeur pour familiariser les enfants à la pratique lectorale, leur faire acquérir des habitudes de lecteurs, des gouts et des connaissances culturelles.Éditeur de littérature de jeunesse, L’école des loisirs est née d’une volonté de médiation culturelle. Dans le prolongement de la pédagogie Freinet et de l’éducation nouvelle, ses fondateurs sont en effet convaincus que la découverte des potentialités de la littérature par le jeune public ne peut uniquement s’effectuer au travers des pratiques de lecture généralement menées en classe. Spécialisé au départ dans les publications scolaires, l’éditeur a ainsi diversifié ses offres et son public qui s’étend du tout-petit à l’adolescent. Je me suis intéressée à la façon dont ce médiateur sélectionne ses produits destinés aux lecteurs du XXIe siècle pour valoriser la littérature.J’ai pu recueillir le témoignage d’Anaïs Vaugelade écrivaine de littérature de jeunesse et codirectrice de la collection albums à l’école des loisirs. L’auteure retrace son parcours et sa conception du métier d’éditeur qui accompagne les auteurs dans leur singularité
Bernard Friot : de l'enfance de l'écriture aux écritures de l'enfance
No full textInternational audienceA teacher and then a teacher trainer, B. Friot has become a major writer whose fictional works are read from primary to secondary school. This writer says that he came to writing through the movement to open up literature in schools. His past as a teacher led him to literature and it is thanks to primary school pupils, especially those with great academic and social difficulties, that he began to write. We propose to analyse B. Friot's discourse on writing at school. Friot's discourse on writing is based on a transcribed oral corpus, comprising two discourses, one expository and the other dialogical: a 2019 conference for teachers and trainers (C1); an unpublished interview from 2021 on three short stories (C2). The context of these discourses, which we analyse in terms of the system of enunciation, the semantic fields mobilised and the organisation of arguments, is thus training and a self-reflection delivered to a researcher. We question the way in which the teaching profession has shaped a certain relationship to childhood and writing, his social representations, the educational and literary values of his work, and we ask whether his writing practices have in turn influenced the way in which he conceives and implements his teaching of writing. For this author, literature has a social utility since, through a game of writing and reading, it opens a dialogue with childhood.Enseignant puis formateur d’enseignants, B. Friot est devenu un écrivain incontournable dont les œuvres fictionnelles sont lues de l’école primaire au lycée. Cet écrivain indique être arrivé à l’écriture à travers le mouvement d’ouverture de la littérature à l’école. Son passé d’enseignant l’a conduit à la littérature et c’est grâce aux élèves de l’école primaire, en particulier ceux en grandes difficultés scolaires et sociales, qu’il commence à écrire. Nous nous proposons d’analyser le discours que B. Friot porte sur l’écriture à partir d’un corpus oral retranscrit, comprenant deux discours l’un expositif et l’autre dialogique : une conférence de 2019 destinée aux enseignants et formateurs (C1) ; un entretien inédit de 2021 portant sur trois nouvelles (C2). Le contexte de ces discours que nous analysons sous l’angle du système d’énonciation, des champs sémantiques mobilisés et de l’organisation des arguments, est donc la formation et une autoréflexion livrée à un chercheur. Nous nous interrogeons sur la façon dont le métier d’enseignant a pu façonner un certain rapport à l’enfance et à l’écriture, ses représentations sociales,les valeurs éducatives et littéraires de son œuvre, et nous nous demandons si ses pratiques d’écriture ont à leur tour influencer la façon dont il conçoit et met en œuvre son enseignement de l’écriture. Pour cet auteur, la littérature a une utilité sociale puisque, par un jeu d’écriture et de lecture, elle ouvre un dialogue avec l’enfance
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
J.-L. Lebrave. Théorie et linguistique de l’écriture. Des manuscrits aux processus scripturaux (1983-2018), B. Vauthier et R. Mahrer (éd.)
No full textNote de lecture sur l'ouvrage de B. Vauthier et R. Mahrer concernant les travaux de J.-L. Lebrave entre 1983 et 201
« Il est nécessaire de te relire ! » : Que disent les annotations des enseignants sur leur conception de l’écriture et qu’en font les élèves ?
No full textNational audienceBased on a corpus of 264 end-of-primary-school copies, we propose an analysis of teachers' annotations concerning written and rewritten texts of various genres, based on their classification in terms of their objects, natures, syntactic characterizations and modes of enunciation, and we ask the question of their effects on the pupils.À partir d’un corpus de 264 copies de fin d’école primaire, nous proposons une analyse des annotations des enseignants concernant des textes écrits et réécrits de genres variés, à partir de leurs classements quant à leurs objets, leurs natures, leurs caractérisations syntaxiques et leurs modalités d’énonciation et nous posons la question de leurs effets sur les élèves
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
- …
