Sciences Techniques Éducation Formation
Unité mixte de recherche
Sciences Techniques Éducation Formation
ens cachan
inrp

Colloque « Translittératies : enjeux de citoyenneté et de créativité »

ENS-Cachan et Université Sorbonne nouvelle

organisé par
STEF (ENS Cachan-IFÉ) et CREW (Sorbonne nouvelle-Paris 3)
avec le soutien de la commission française pour l'UNESCO, de l'INA et de Vivendi

Pavillon des jardins, ENS Cachan

Detailed program and presentations

Wednesday, november 7

14:00
Opening of the conference
Pierre-Paul Zalio, président de l'ENS Cachan
Carle Bonafous-Murat, vice-président recherche de l'université Sorbonne nouvelle Paris 3
Suzy Halimy, présidente du comité éducation de la CNFU
Eric Bruillard, La boratoire STEF
Introduction

14:30 – 16 :30
« Transliteracy : a concept in action »

Sue Thomas (De Montfort University)
Transliteracy: a unifying concept
This talk describes the development of transliteracy research at the Institute of Creative Technologies (IOCT), De Montfort University, UK, where it was defined in 2007 as "the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks". I will discuss the influences behind the evolution of transliteracy and look at some of the ways in which the concept has since been applied by different agencies in differing contexts. I will conclude with a brief look at my forthcoming book ‘Technobiophilia: nature and cyberspace’, an interrogation of our desire to translate cyberspace into natural space.
Presentation

Alan Liu (Université de Californie)
This is Not a Book: Transliteracies and Long Forms of Digital Attention
This talk argues that in the digital age, the "book"--whether physical, digital, or in some other media–is only a metaphor for "long forms of shared attention. "The book dissolves into, but also persists in, slowly-changing networks of discourse that are "transliteracies" because they span across media, across networks, and across time. The talk concludes with examples of recent digital projects–including the RoSE (Research-oriented Social Environment) at University of California, Santa Barbara--that attempt to represent such long forms of shared digital attention.
Presentation

16:30 – 16:45
Intervention of four young European PanEUyouth members

See Presentation of of the young European PanEUyouth members

17:00 – 18 :30
« Transliteracy : co-construction of knowledge »

Marlene Scardamalia (Université de Toronto)
Transliteracy and Knowledge Building: Discourse, Metadiscourse, and Sustained Creative Work with Promising Ideas
Knowledge creation requires the production of community knowledge something different from and beyond individual states of knowing. Eventually community knowledge exists in the practices, artifacts, and inscriptions (records, books, etc.) of the community. But where does it exist while it is under construction? It exists in and is advanced by discourse. Empirical research, reading, writing, individual reflection, chance observation, and many other contributions to knowledge creation may proceed without discourse, but they become part of the collaborative, constructive process by being brought into the dialogue. By this reckoning, improve the discourse surrounding practices, artifacts, and inscriptions and you improve knowledge creation. This talk presents components of knowledge building discourse for sustained creative work with ideas, followed by suggestion for how these components might be incorporated into a next-generation knowledge building environment.
Presentation

Thursday, november 8

9:00 – 10:30
Practices of participation in complex educational systems; objectives and constraints; aimed skills and aptitudes

Jean-Louis Martinand (ENS Cachan)
Formes et contenus curriculaires complexes en didactique des sciences et techniques
Le projet de « translittéracie » constitue pour les didactiques et le génie pédagogique un défi global et complexe. Pourtant il ne manque pas en France, dans les trois dernières décennies, d’élaborations curriculaires complexes concernant par exemple la modélisation scientifique et technologique, l’éducation technologique (y compris la « technologie de l’information ») et l’éducation au développement durable. Leurs enjeux éducatifs semblent recouper en partie ceux que soulève la translittéracie et les problématiques éducatives devraient bénéficier des échanges d’expériences et d’interrogations.
Complex curricular forms and contents in science and technology didactics
The "transliteracy" project is for didactics and educational engineering a complex and global challenge. Nevertheless, considering the last three decades in France, there is no shortage of complex curricular elaborations on science and technology modeling, technology education (including "Information Technology") and sustainable development education. Their educational issues seem partly overlap those raised by transliteracy and educational issues should benefit from exchanges of experiences and questioning.
Presentation

Discussion with Thérèse Laferrière (Université Laval)

11:00 – 12 :30
Technical, social and informational mediation; content; science of data

Serge Abiteboul (Académie des sciences, INRIA et ENS Cachan)
Sciences des données : de la Logique du premier ordre à la Toile
Science of data: from first order logic to the Web
Presentation

Caroline Ladage (Université d'Aix-Marseille)
La pédagogie de l’enquête
Nous présenterons la pédagogie de l’enquête comme une pédagogie intégrant une forme d’étude qui s’appuie sur l’enquête autour de questions proposées par les élèves (ou les étudiants) eux-mêmes. Nous préciserons le rôle d’Internet, vu comme un outil d’enquête encore mal connu, dans deux situations d’enquête : d’une part un « atelier d’enquêtes sur Internet » organisé depuis 4 ans dans un collège à Marseille, et d’autre part un cours d’« éducation au développement durable » en 3e année d’une licence en sciences de l’éducation à Aix-Marseille université. À partir de l’observation des conditions et contraintes de la mise en œuvre de cette pédagogie nous proposerons des pistes de réflexion sur son développement en éducation et en formation pour la construction de connaissances par l’enquête.
Inquiry based pedagogy
We present inquiry based pedagogy as a pedagogy that incorporates a form of study which investigates on questions proposed by the pupils (or students) themselves. We will explain the role of the Internet, viewed as an investigative tool still poorly understood, in two situations: first an “inquiries on the Internet” workshop held since 4 years in a secondary school in Marseille; second a training course on “education for Sustainable Development” with bachelor degree students in educational sciences at Aix-Marseille University. The observation of difficulties and the study of conditions to carry out this pedagogy, will bring us consider avenues for reflection on its development in education and training to build knowledge through inquiry.
Presentation

Discussion with Alexandre Serres (URFIST de Rennes)

14:00 – 16:00
Une expérience des translittératies dans une communauté traditionnelle des Andes péruviennes
Walter Aparicio
Presentation

The process of collective knowledge building

Carl Bereiter (Université de Toronto)
Transliterate comprehension: Strategies, habits of mind, knowledge, and cognitive limitations
One of the essential challenges of transliteracy is integrating unconnected pieces of information. Because of severely limited working memory capacity, we humans are poorly equipped for this task. To get past this limitation, we construct simplified text and situation models. But we fall into error if our mental models are too simple. There are cognitive strategies for dealing with comprehension problems, but in order for them to be helpful we have to know we are having a problem. Expert-novice studies tell us we should invest effort in making sure we understand the task or problem, but we lack strategies for doing that. With anything complex, we will never understand it completely, so we need to know when to stop, but we have no secure basis for knowing, except subjectively, when a point has been reached where understanding is sufficient for our purposes. Chess grand masters do not consider more possibilities than lesser players, but they only consider good moves, whereas the lesser players waste effort considering bad moves. There should be a lesson for us in that, but it is not apparent what the lesson is. Everything seems to depend on everything else, which is typical of a self-organizing process; and comprehension is a self-organizing process par excellence. Schools tend not to treat comprehension that way. They try to reduce self-organizing processes to algorithmic ones. (Amazingly, that sometimes works, but most likely by accident.) If transliteracy is to be supported by more than a bag of not very effective tricks and a naïve faith in “practice makes perfect,” we need to help students develop the vast fund of intuitive knowledge that enables the chess grand master to select among good moves and the transliterate citizen to select among good hypotheses. In the talk, I will try to make these considerations more concrete by relating them to a simple, mundane example—understanding confusing parking signs—which does, however, embody the essential process of integrating unconnected pieces of information.
Presentation

Thérèse Laferrière (Université Laval)
Transliteracy: The student as a writer and a reader of his peers during collective knowledge building
Dans l’école éloignée en réseau (ÉÉR) la translittératie se produit d’abord de par l’échange entre pairs (trans-émission) sur des objets de connaissance. Les élèves sont de différentes écoles (trans-situation) et leurs enseignants travaillent en collaboration (trans-formation). Lorsque des élèves lisent ce que d’autres élèves écrivent tout en se penchant ensemble sur un problème authentique avec le but de mieux comprendre ce problème, toute référence à l’élève en tant que transcripteur d’information ne tient plus. Ils sont engagés dans un processus de coélaboration de connaissances. Est-ce alors une trans-gression du concept de translittératie?

In the Remote Networked School (ENS) initiative, transliteracy first occurs through peer dialogue (trans-initiation) on knowledge objects. Students are from different schools (trans-contextual situations) and their teachers collaborate with one another (co-teaching). Students work together on authentic problems, reading and building on what each other has written with the goal of advancing their own and peer understanding. In doing so they step out of the traditional school role as transcriber of given information and into knowledge building. They become knowledge builders. Is it a trans-gression of the transliteracy concept?
Presentation

Discussion with Georges-Louis Baron (Université Paris-Descartes)

17:00 – 18:30
Roundtable, reactions and comments

Sue Thomas, Marlene Scardamalia et Alan Liu

Friday, november 9

9:00 – 9:30
Presentation of the TRANSLIT project

La translittératie : vers la transformation de la culture de l'information
Transliteracy: modelling the transformation of the culture of information
CREW (Université Paris 3), GHRIS (Université de Rouen), IMS-CIH (Université de Bordeaux), STEF (ENS Cachan, IFÉ)
Divina Frau-Meigs, Éric Delamotte, Vincent Liquète, Éric Bruillard
Presentation historique , tâche 1 , tâche 2 , tâche 3

9:30 – 11:00
Discussion on project objectives and research methodologies

11:30 – 12:30
Opportunities, international cooperation and multi-stakeholder strategies

 

 

maj :   12 novembre, 2012   - UMR STEF - IFÉ - ENS de Cachan