How relevant is the notion of transliteracy for a sociocritical approach of digital technology in education? The case of high school students’ media uses

How relevant is the notion of transliteracy for a sociocritical approach of digital technology in education? The case of high school students’ media uses

• Carine Aillerie, Université de Poitiers, France

doi : https://dx.doi.org/10.18162/fp.2019.482

Résumé

On the basis of an empirical study regarding high school students’ real digital uses during academic activities and producing outputs, this paper aims to examine how transliteracy (Thomas et al., 2007) would be able to feed an emerging sociocritical approach of digital technology in education (Collin et al., 2015). Our results highlight a strong requirement linked to the mastery of multiple media and the implementation of collective organization strategies by pupils, face-to-face and remotely. The notion of transliteracy can be useful taking into account of the multiplicity of media and contexts involved and not the only digital perspective.

Abstract

On the basis of an empirical study regarding high school students’ real digital uses during academic activities and producing outputs, this paper aims to examine how transliteracy (Thomas et al., 2007) would be able to feed an emerging sociocritical approach of digital technology in education (Collin et al., 2015). Our results highlight a strong requirement linked to the mastery of multiple media and the implementation of collective organization strategies by pupils, face-to-face and remotely. The notion of transliteracy can be useful taking into account of the multiplicity of media and contexts involved and not the only digital perspective.