Interdisciplinary Research Laboratory in Didactics, Education, and Training

LINUM 3

Reading, Speaking, and Writing: Children’s Literature, Digital Technology, and Mastery of Written Language and Culture in Schools

  • Teaching literature using digital technology (interactive whiteboards, computers, tablets).
    Developing a prototype of educational and digital enhancements for children’s novels to support the teaching of literary reading, text comprehension, and language proficiency, and to facilitate a reader-centered approach.
  • Create two lesson plans based onthe novels *Le mot interdit*(J’aime lire Bayard)and *Rêves amers*(Je bouquine Bayard series), which include the literary work itself, a detailed lesson plan (provided by LIRDEF), the option to create your own lesson plan using activity templates and character, event, place, and time sheets, a reader’s journal, and a space to store resources.
  • Field testing of each prototype (70 classes involved) during two periods: Jan–Feb 2017, March–April 2017
    The project brings together a consortium comprising:
    – industry partners and publishers: Bic / Tralalère / Bayard
    – research laboratories: Lirdef / L3i / Les Gobelins
    – institutional representatives: Créteil, Lille, and Montpellier school districts
    – Canopé Créteil
  • Target student group: Cycle 3 – transition between Cycles 2 and 3 (from 3rd grade to 6th grade).
  • Funding: Ministry of National Education – Public Investment Bank.
  • A three-year doctoral contract associated with the project.

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Researchers involved

Project Leader:Agnès Perrin-Doucey

Researchers involved:Eleonora Acerra,Sandrine Bazile,Catherine Dupuy, Philippe Gabriel,Aldo Gennaï,Brigitte Louichon, Yves Soulé.

Objectives

  • In the context of literature instruction and language proficiency, describe how educational technology is used when it has been designed by educational researchers to support teachers’ professional practices.
  • Describe and analyze students' reading behavior based on a record of their academic (and even extracurricular) activities.
  • Describe teachers’ reported practices regarding the reading of a long text, based on a logbook.
  • Correlate reported practices with actual practices, using data collected from the demonstrator, to describe instructional choices in line with recent research in the pedagogy of literature.

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