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\n\t\t\t\t\t\tR\u00e9ponse attendue pour le<\/span><\/span> 16\/01\/2023<\/strong>\n\t\t\t\t\t<\/p>\n \n\t\t\t\t\tType de r\u00e9ponse<\/span><\/span> Contribution compl\u00e8te<\/strong>\n\t\t\t\t\t<\/p>\n \n\t\t\t\t\t\t\tType de contribution attendue<\/span><\/span> Article<\/strong>\n\t\t\t\t\t<\/p>\n \n\t\t\t\t\t\t\tNom de la publication<\/span><\/span> Revue de recherche en litt\u00e9ratie m\u00e9diatique multimodale (R2LMM)<\/strong>\n\t\t\t\t\t<\/p>\n<\/p><\/div>\n Si la s\u00e9miotique est int\u00e9gr\u00e9e dans de nombreux cursus universitaires en sciences humaines et sociales, son introduction \u00e0 l\u2019\u00e9cole primaire et secondaire s\u2019est faite non pas sous la forme d\u2019une discipline \u00e0 part enti\u00e8re, mais sous l\u2019impulsion des programmes d\u2019\u00e9ducation artistique et culturelle (\u00e9ducation \u00e0 l\u2019image, au cin\u00e9ma, \u00e0 l\u2019audiovisuel) et d\u2019\u00e9ducation aux m\u00e9dias et \u00e0 l\u2019information. L\u2019acquisition d\u2019une culture s\u00e9miotique favorisant la compr\u00e9hension des messages m\u00e9diatiques et informationnels est ainsi souvent pr\u00e9sent\u00e9e comme un \u00e9l\u00e9ment central de l\u2019apprentissage de la citoyennet\u00e9. En contexte p\u00e9dagogique, cet enseignement est cependant longtemps rest\u00e9 centr\u00e9 sur l\u2019apprentissage d\u2019une \u00ab grammaire \u00bb de d\u00e9codage des signes, visant \u00e0 mettre \u00e0 jour les strat\u00e9gies encod\u00e9es dans les productions culturelles et m\u00e9diatiques. Certes, les outils de d\u00e9cryptage d\u00e9velopp\u00e9s dans ce contexte peuvent aider les apprenants et les \u00e9tudiants \u00e0 aff\u00fbter leur regard et leur esprit critique ainsi qu\u2019\u00e0 mieux percevoir et verbaliser les enjeux communicationnels qui structurent ces productions. Cela \u00e9tant, sur le terrain des pratiques p\u00e9dagogiques, l\u2019enseignant se trouve confront\u00e9 \u00e0 une grande diversit\u00e9 de points de vue \u00e9manant de la confrontation avec des productions culturelles et m\u00e9diatiques et doit parfois faire face \u00e0 des conflits interpr\u00e9tatifs virulents. Face \u00e0 l\u2019inconnu que peuvent constituer les r\u00e9actions d\u2019\u00e9l\u00e8ves, l\u2019apprentissage d\u2019une grammaire codifi\u00e9e peut alors sembler plus rassurant que l\u2019initiation \u00e0 un questionnement r\u00e9flexif sur ce qui fonde la variabilit\u00e9 interpr\u00e9tative. Depuis plusieurs ann\u00e9es, un nombre important de chercheurs, souvent situ\u00e9s dans l\u2019interdiscipline des sciences de l\u2019information et de la communication, d\u00e9veloppent des m\u00e9thodologies s\u00e9miotiques dont les approches situ\u00e9es proposent de prendre en compte de mani\u00e8re empirique la place centrale du sujet dans la s\u00e9miose. Ces d\u00e9marches reposent sur l\u2019hybridation entre des enqu\u00eates de terrain (entretien, questionnaire, focus group, ateliers de co-interpr\u00e9tation) et des analyses situ\u00e9es des structures formelles des productions culturelles et m\u00e9diatiques (textes, images, films, s\u00e9ries, journaux en ligne, plateformes num\u00e9riques\u2026). Dans certains cas, l\u2019enjeu est de mettre en perspective les r\u00e9sultats de l\u2019analyse formelle effectu\u00e9e par l\u2019expert s\u00e9mioticien avec ceux d\u00e9velopp\u00e9s par des producteurs ou r\u00e9cepteurs. Dans d\u2019autres cas, l\u2019objectif de l\u2019analyse s\u00e9miotique se d\u00e9place de la recherche d\u2019un r\u00e9sultat interpr\u00e9tatif final vers l\u2019analyse en profondeur des processus de production du sens. Dans les deux approches, il s\u2019agit d\u2019engager, \u00e0 partir de la confrontation d\u2019hypoth\u00e8ses interpr\u00e9tatives sur le terrain, une r\u00e9flexion sur les filtres interpr\u00e9tatifs (Saemmer, Tr\u00e9hondart, 2022), \u00ab savoirs situ\u00e9s \u00bb (Haraway, 2007) et \u00ab habitudes de pens\u00e9e \u00bb (au sens d\u2019un \u00ab habitus de pens\u00e9e \u00bb [Lorusso, 2018\u00a0; Darras, 2006]) qui motivent la s\u00e9miose chez le sujet.<\/p>\n Ce volume 17 de la Revue de recherches en litt\u00e9ratie m\u00e9diatique multimodale propose de questionner la mani\u00e8re dont se renouvelle l\u2019enseignement de la s\u00e9miotique, de l\u2019\u00e9cole \u00e0 l\u2019universit\u00e9, au prisme de telles d\u00e9marches accordant une place centrale \u00e0 l\u2019apprenant dans la s\u00e9miose. Selon les termes de Bernard Darras (2020), il s\u2019agit de questionner la mani\u00e8re dont \u00ab le regard d\u2019historien.ne, de litt\u00e9raire, de linguiste ou de plasticien.ne d\u00e9termine leur regard \u00bb, regard par la suite transmis aux \u00e9l\u00e8ves incit\u00e9s \u00e0 interpr\u00e9ter selon les m\u00eames filtres. Mais il s\u2019agit \u00e9galement de se demander s\u2019il est possible de d\u00e9passer la pr\u00e9tention de la s\u00e9miotique interpr\u00e9tative de vouloir \u00ab d\u00e9crypter \u00bb ou \u00ab d\u00e9coder \u00bb le sens gr\u00e2ce au regard expert, et comment celle-ci peut prendre en compte le fait que ce regard est \u00e9galement situ\u00e9. Des enqu\u00eates men\u00e9es en contexte scolaire (Tr\u00e9hondart 2022) montrent qu\u2019il existe en effet des r\u00e9sistances \u00e0 l\u2019id\u00e9e de cr\u00e9er, \u00e0 l\u2019int\u00e9rieur de l\u2019espace scolaire, des lieux de r\u00e9flexion sur la production du sens, impliquant de partager ses propres convictions, valeurs ou opinions.<\/p>\n Ce dossier souhaite de fait dresser un \u00e9tat de l\u2019art de ces \u00ab s\u00e9miotiques de terrain \u00bb telles qu\u2019elles sont d\u00e9ploy\u00e9es dans les enseignements en contextes scolaire et universitaire : il s\u2019agira d\u2019en questionner les enjeux th\u00e9oriques, d\u2019expliciter les bricolages m\u00e9thodologiques face \u00e0 la complexit\u00e9 du terrain, et de soulever les enjeux \u00e9thiques que peut poser l\u2019int\u00e9gration de la subjectivit\u00e9 singuli\u00e8re en contexte \u00e9ducatif et p\u00e9dagogique.<\/p>\n Les propositions pourront \u00eatre guid\u00e9es par les questions suivantes :<\/p>\n Les consignes compl\u00e8tes pour la soumission d\u2019un article sont disponibles sur le site de la revue (https:\/\/litmedmod.ca\/soumission-dun-article-la-revue-de-recherches-en-litteratie-mediatique-multimodale<\/a> )<\/p>\n Les propositions sont \u00e0 envoyer \u00e0 l\u2019adresse : revue2lmm@gmail.com<\/a><\/p>\n Although semiotics is integrated into many university curricula in humanities and social sciences, its introduction into primary and high schools has not taken place in the form of a discipline in its own right, but rather under the impulse of programs of artistic and cultural education (education in images, cinema, audiovisuals) as well as media and information literacy. The acquisition of a semiotic culture favouring the understanding of media and information messages is thus often presented as the central element of citizenship learning. In a pedagogical context, however, this teaching has long remained centred on the learning of a \u201cgrammar\u201d of sign decoding, aiming to uncover the strategies in cultural and media productions. Of course, the decoding tools developed in this context can help learners and students sharpen their eye and their critical thinking skills. It helps them to better perceive and verbalize the communicative issues that structure these productions. However, in the field of pedagogical practices, the teacher is confronted with a great diversity of points of view emanating from the confrontation with cultural and media productions and must sometimes deal with virulent interpretative conflicts. Faced with the unknown of the students\u2019 reactions, learning the codified grammar may then seem more reassuring than initiating a reflexive questioning of what constitutes interpretative variability.<\/p>\n As early as 1985, Genevi\u00e8ve Jacquinot evoked the risk of \u201ccultural and social imperialism\u201d linked to the pedagogical practices that impose \u201c’common sense’ in disregard to the complex processes of the appropriation of messages\u2026\u201d. More recently, Jacques Fontanille (2021) returns to the socio-educational issues of semiotics by pointing out the \u201cease of working without a corpus, outside of any field of investigation, and without any method of collecting and constructing analytical data.\u201d Without a field, the pedagogue may be tempted to ascribe to themself the role of holder of truth of meaning, even though they are only \u201cmodelling their own representations\u201d (Fontanille, 2021), based on their experiences, their opinions, and their stereotypes.<\/p>\n For several years, many researchers, often from the interdisciplinary field of information and communication sciences, have been developing semiotic methodologies whose situated approaches propose to consider, in an empirical way, the central place of the subject in semiosis. These approaches are based on the hybridization of field surveys (interview, questionnaires, focus groups, co-interpretation workshop) and situated analysis of the formal structure of cultural and media productions (texts, images, movies, series, online newspapers, digital platforms, etc.). In some cases, the challenge is to put into perspective the results of the formal analysis carried out by the semiotician expert with those developed by producers and receivers. In some cases, the issue is to put in perspective the results of the formal analysis made by the semiotician expert with those developed by producers and receptors. In other cases, the objective of semiotic analysis shifts from the search for a final interpretative result to an in-depth analysis of the processes of meaning production. In both approaches, the aim is to engage, from the confrontation of interpretative hypothesis in the field, a reflection on the interpretative filters (Saemmer, Tr\u00e9hondart, 2022), on the \u201csituated knowledge\u201d (Haraway, 2007) and on the \u201chabits of thought\u201d (in the sense of the \u201chabitus of thought\u201d [Lorusso, 2018; Darras, 2006]) which drives semiosis in the subject.<\/p>\n The volume 17 of Revue de recherches en litt\u00e9ratie m\u00e9diatique multimodale proposes to question the way in which the teaching of semiotics is being renewed, from school to university, through the prism of such approaches that give a central place to the learners in semiosis. In the words of Bernard Darras (2020), it is to question the way in which \u201cthe gaze of a historian, a literary scholar, a linguist or a visual artist determines their gazes\u201d[NT1] , a gaze that is then transmitted to students who are encouraged to interpret according to the same filters. But it is also a question of asking whether it is possible to go beyond the claim of interpretative semiotics, which is to \u201cdecipher\u201d or \u201cdecode\u201d the meaning thanks to the expert gaze, and how this can consider the fact that this gaze is also situated. Surveys conducted in the school context (Tr\u00e9hondart, 2022) show that there is indeed some resistance to the idea of creating, within the school space, places for reflection on the production of meaning, involving the sharing of one\u2019s own convictions, values, or opinions.<\/p>\n This issue wishes to draw up a state of the art in these \u201cfield semiotics\u201d as they are deployed in school and university teaching contexts. It will question the theoretical stakes, explain the methodological handiworks in the face of the complexity of the field, and raise the ethical stakes that can be posed by the integration of singular subjectivity in educational and pedagogical context.<\/p>\n Propositions may be guided by the following questions :<\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" Mis en ligne le 30 octobre 2022 Th\u00e9matiques Organisation des connaissances R\u00e9ponse attendue pour le 16\/01\/2023 Type de r\u00e9ponse Contribution compl\u00e8te Type de contribution attendue Article Nom de la publication […]<\/p>\n","protected":false},"author":781,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[28,60],"tags":[85,77],"thematique":[42],"sfsic":[],"class_list":["post-26143","post","type-post","status-publish","format-standard","hentry","category-aac-publication","category-article","tag-enseignement","tag-semiotique","thematique-organisation-des-connaissances","wp-sticky"],"acf":[],"yoast_head":"\nContacts<\/h3>\n
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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\trevue2lmm@gmail.com<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/li>\n<\/ul><\/div>\nSites internet de r\u00e9f\u00e9rence<\/h3>\n
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\nD\u00e8s 1985, Genevi\u00e8ve Jacquinot \u00e9voque un risque d\u2019\u00ab imp\u00e9rialisme culturel et social \u00bb li\u00e9 \u00e0 des pratiques p\u00e9dagogiques qui pr\u00e9f\u00e8rent imposer \u00ab \u201cle bon sens\u201d au m\u00e9pris du respect des processus complexes d\u2019appropriation des messages\u2026 \u00bb. Plus r\u00e9cemment, Jacques Fontanille (2021) revient sur les enjeux socio-\u00e9ducatifs de la s\u00e9miotique en pointant \u00ab la facilit\u00e9 qui consiste \u00e0 travailler sans corpus, hors de tout terrain d\u2019enqu\u00eate, et sans aucune m\u00e9thode de recueil et de construction des donn\u00e9es d\u2019analyse. \u00bb Sans terrain, le p\u00e9dagogue peut \u00eatre tent\u00e9 de s\u2019attribuer le r\u00f4le de d\u00e9tenteur de la v\u00e9rit\u00e9 sur la signification, alors m\u00eame qu\u2019il ne \u00ab mod\u00e9lise que ses propres repr\u00e9sentations \u00bb (Fontanille, 2021), fond\u00e9es sur ses exp\u00e9riences personnelles, ses opinions, ses st\u00e9r\u00e9otypes.<\/p>\n\n
Calendrier
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Bibliographie<\/strong><\/h2>\n
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\nJacquinot, G. (1985). L\u2019\u00e9cole devant les \u00e9crans<\/em>. ESF \u00c9diteur.<\/li>\nEnglish version<\/strong><\/h2>\n
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Calendar<\/strong><\/h2>\n
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Instructions for authors<\/strong><\/h2>\n
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References<\/strong><\/h2>\n
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\nJacquinot, G. (1985). L\u2019\u00e9cole devant les \u00e9crans<\/em>. ESF \u00c9diteur.<\/li>\nMots-cl\u00e9s<\/h3>\n
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