Le RRAMeN est un réseau international et interdisciplinaire de recherche centré sur l’étude de l’appropriation des médias numériques et des technologies de communication par leurs usagers. [lire la suite...]

Ce blog collationne les annonces d'évènements auxquels les membres du réseau participent.

vendredi 3 juin 2022

[rramen] Call for applications - ReDMIL doctoral summer school (Digital, Media and Information Literacy)

*** Apologies for cross-posting ***

ReDMIL 2022 - Research on Digital, Media and Information Literacy
Doctoral Summer School – 2022 edition

"Literacies to revamp, repair, rekindle our world"


Call for applications - extended deadline: June 24th,  2022


Digital technology pervades every aspect of our lives and leads us to receive, relay, ratify and produce media and information every day. As a result, the term "literacy" has been increasingly used to point to practices or competences that exceed the mastery of the written text (in reading and writing) and include the use of all symbols systems to participate in society in critical, creative, and reflexive ways.  

Over the last decades, a multitude of labels have appeared to designate new forms of literacy, which are now the subject of an abundant body of research from a variety of disciplines. Among these, media literacy, information literacy, and more recently digital literacy have gradually emerged as major fields of inquiry, each corresponding to a research tradition with its own objects of study, conceptual apparatuses, methods, and arenas for dissemination and societal valorization.  

The development of these traditions can be interpreted as a sign of scientific vitality. However, it does not come without a number of pitfalls. The proliferation of "literacy" concepts has been accompanied by a lack of shared conceptual definitions, and a multiplicity of disciplinary postures that are most often left implicit in publications and communications, leading to potential confusion.  

Inasmuch as one might wish to see media, information and digital literacy research converge, or at least develop in mutual awareness of one another, such a convergence between these traditions calls for interdisciplinary dialogue and a systematic discussion of their concepts, theories, methods and disciplinary backgrounds.

The ReDMIL doctoral summer school sets out to advance the interdisciplinary scientific dialogue between these traditions, by putting PhD students from these three areas to work together, with their more experienced peers.

Literacies to revamp, repair, rekindle our world

Following the 2018 edition entitled "Defining digital/media/information literacy as culture, practices, or competences", the theme for this year's edition of ReDMIL is: "Literacies to revamp, repair, rekindle our world".

New (media, information, digital) literacies1 have long been described as potential positive forces able to empower individuals and contribute to the development of societies. We may think about literacies as means to foster critical thinking, encourage active citizenship and social participation, reduce socioeconomic inequalities, stimulate creative expression, or facilitate lifelong learning, for example. Yet new literacies are all too often thought of only as means to counter a variety of ills (fake news, conspiracy theories, radicalization, cyber-bullying, information overload, online sexual predation, media violence, passivity of screen users…), occulting their broader societal outcomes.  

Between the pursuit of society's grand ideals and the narrow response to the symptoms of its dysfunctions, it seems necessary to think about new literacies, and new literacies research, in a third way. As we contemplate the bruises with which our postmodern (post-truth, post-pandemic, post-colonial, anthropocenic) society lives, we want to ask: instead of seeking to fight, counter, or eradicate, how can new literacies contribute to revamp, repair or rekindle the world we live in? How can media, information or digital literacy help (re)weaving threads in the social fabric? How can they be used by individuals to further shared goals, foster mutual understanding, intercultural dialogue, or collective knowledge building?

These questions seem all the more relevant in times when political and economic forces increasingly seek to redefine the meaning and the normative scope of new literacies to align them with objectives of deregulation, competitiveness and workforce training. In such a context, it only becomes more relevant to reappropriate what new literacies mean and what they serve. As new literacies can be supported by an array of political agendas, and be aligned with a variety of economic, social, strategic, and environmental stakes (digital inclusion, (de)growth, employability, societal resilience, intercultural dialogue, sustainability, individual and collective empowerment…), what kind of common good and common ground do (and should) new literacies contribute to? Specifically, how are visions for the societal role of new literacies articulated with notions of care, benevolence, and responsibility towards society? 

The axiologies of digital, media and information literacy research

Due to their prospective and evaluative nature, these questions may seem not to be of concern for researchers, but rather for teachers, educators or policy makers, and other field actors supporting the development of new literacies. We believe, however, that they have important implications for research as well.  

To start answering these questions as researchers, we need to interrogate our own goals, theoretical apparatus, practices... to assess their relationship to the values and principles we, as citizens, would like to see flourish in the social space. This involves a critical appraisal of our own axiological positions, be they implicit or explicit. This could also lead to challenge some core concepts (e.g., knowledge, skills, competencies) frequently used in the field of new literacies to understand their ethical and normative implications.

We start from the premise that research in new literacies cannot avoid being a form of engaged science. It is a social practice which, like all social practices, contributes to the 'performance' of society. The ties between research in new literacies and society go both ways. On the one hand, the social relevance of such research depends on the understanding it has of the "state of the field", for example the media and technology landscape, the educational initiatives supporting the development of literacies, and the public policies that shape them. On the other hand, research may also influence media and technology development, educational programs (whether in or beyond the formal education systems) and public policies. This praxeological dimension of new literacies goes hand in hand with a political dimension as literacies can be considered as a factor of cultural or economical inclusion and as a facilitator of democratic participation.  

These effects of new literacy research should encourage us to carefully question its influence on the practices of social actors, on institutional policies and on the social world in general. This reflection involves to carefully think about the ethical choices and axiological assumptions underlying any research project to highlight how they impact the whole research process, from the choice of a research object (what do we decide to look at?) to the dissemination of findings and interpretations towards a variety of academic and societal actors (what do we make visible, and to whom?).  

This summer school aims to offer young researchers a space to reflect on these issues to become aware of axiological questions raised by their research to then make them explicit in the social space so that they can be discussed and debated.

Scope and goal of ReDMIL 2022 Literacy Doctoral Summer School  

In this context, the ReDMIL 2022 doctoral summer school aims at contributing to the convergence between digital, media and information literacy research by bringing together researchers from all three communities, to foster the scientific debate and explore connections between them.  

The summer school is an international training program that will alternate between framing presentations by senior researchers and the in-depth discussion of emerging research by participating PhD students.

Six keynotes speakers have confirmed their participation to the 2022 edition : 

  • Donna E. Alvermann (University of Georgia, USA)
  • Pierre Fastrez (ULouvain, Belgium)
  • Jerry Jacques (UCLouvain, Belgium)
  • Anne Lehmans (Université de Bordeaux, France)
  • Shin Mizukoshi (University of Osaka, Japan)
  • Manisha Pathak-Shelat (MICA, India)

The summer school is organized on September 6th-9th, 2022 by the Groupe de Recherche en Médiation des Savoirs (Knowledge Mediation Research Group) at the Université catholique de Louvain, Belgium, in partnership with the Canada Research Chair in Media Education and Human Rights (Université TELUQ).

The goal of this summer school is to allow PhD students engaged in the field of digital literacy, media literacy or information literacy: 

  • to benefit from the expertise of renowned researchers in their field, though theoretical and methodological presentations;  
  • to present their own research to an audience composed of these experts, as well as other PhD students and researchers;  
  • to work collectively to the enhancement of their research work with other participants;  
  • to improve their knowledge of the research undertaken by their peers.  

The Summer School will start with a poster session (Sept. 6th), followed by six half-day workshops (Sept. 7th-9th) on the following topics: 

  • theoretical frameworks in the study of digital, media and information literacies;  
  • epistemological issues in new literacies research;  
  • methods for observing, documenting, and assessing literacies and their associated educational practices and policies;  
  • designing research with social relevance and valorizing research results in society.  

Each half-day workshop will open with one plenary talk by renowned experts, followed by a session focused on the research work of the participating PhD students, exploring them from the perspectives developed in the plenary talks. In addition to presenting an outline of their work at the opening poster session, each participating PhD student will have the opportunity to present their work in two sessions, on two different topics. In relation to the theme of the 2022' edition "Literacies to revamp, repair, rekindle our world", participants will be invited to question the axiological positions that underly their research.

The Summer School will also allow for numerous informal interactions (including a networking dinner) between experts, researchers and PhD students.  

Participation and presentation from PhD students at the ReDMIL Summer School will be rewarded by 5 ECTS (or equivalent) for their doctoral training.

More information on https://www.redmil.info 

Submission of applications  

The summer school is targeted at PhD students who develop their research in the following areas : 

  • the study of new literacies: observing, documenting and/or assessing new literacies;  
  • the study of educational initiatives in media literacy, information literacy or digital literacy practiced by a variety of actors (teachers and educators, employers, associations, parents, media and tech companies, …);  
  • the study of public policies in the fields of digital, media and information literacies at any geographical level;  
  • or any other topic related to digital literacy, media literacy, or information literacy.  

PhD students wishing to present and discuss their doctoral research at the summer school are invited to submit an application, including the following: 

  • A brief curriculum vitae (one to two pages);  
  • A presentation of their doctoral research in a maximum of 1500 words (references not included), including the following four sections:  
    • Problem or societal issue that their thesis intends to answer;  
    • Research question, hypotheses (in the case of a hypothetico-deductive approach) and theoretical framework of their thesis;  
    • Data collection and analysis method;  
    • Expected results: the usefulness of their research, from an academic and/or societal point of view (e.g. for the world of education, for the political world, for the media industry).  
  • An abstract of this presentation in a maximum of 300 words.  

Applications must be sent in the form of a single file (word or pdf) including CV and presentation to this address info-redmil@uclouvain.be by June 1st, 2022 June 24th, 2022 (new deadline) at the latest.  

Candidates will be personally notified of the acceptance of their participation on July 1st (candidates who applied before June 1st will be notified by June 22nd, 2022). 


Students whose application has been accepted and researchers (whether doctoral or not) wishing to attend the summer school without presenting their work will have to pay a participation fee of 100€ to partially cover the organizing costs of the events.  

The participation fee includes lunches, coffee breaks, and the mid-summer school dinner.  

Participants will have to cover their own travel and accommodation costs.

For the participants affiliated with institutions based in the European Union, this summer school should fall withing the conditions to obtain an ERASMUS+ travel funding. Participants are invited to get in touch with the ERAMUS+ coordinator of their home institution.  

Doctoral students for whom these costs would be an obstacle to participation can contact the organization team directly to try to find a solution.

Pierre Fastrez
Maître de recherches F.R.S.-FNRS
IL&C  >  RECOM     |     ESPO  >  COMU
Ruelle de la Lanterne Magique, 14 bte 2.03.02 - B-1348 Louvain-la-Neuve
Tél. 32 (0)10 47 29 14   -   Fax 32 (0)10 47 30 44   -   Disponibilités horaires (doodle MeetMe)

jeudi 19 mai 2022

Lancement de la revue RELIANCE et appel à contributions

Revue RELIANCE. Revue de recherche & pratiques en éducation

Publiée sous l’égide de l’INSPÉ de l’académie de Bordeaux, la revue interface RELIANCE, Revue de recherche & pratiques en éducation, s’inscrit dans le champ de la recherche-intervention en rendant compte de pratiques de recherche qui analysent et/ou accompagnent l’activité à visée transformative dans le champ de l’éducation et de la formation.

Le premier numéro thématique va paraître en mai-juin 2022. Le dossier, coordonné par Marie-Anne Châteaureynaud et Céline Piot, s’intitule : « Pour une éducation au plurilinguisme inclusif ».
Sommaire déjà disponible sur : https://www.inspe-bordeaux.fr/recherche-innovations/revue-

Les  pages  du  deuxième  numéro  (varia),  qui  paraîtra  courant  décembre 2022, vont sont ouvertes. 
Toutes  les  approches,  traitées  pour  elles-mêmes  ou  de  manière  articulée (théorie, expérimentation, compte-rendu d’action collective, de thèse, recension d’ouvrage...),  toutes  les  disciplines,  toutes  les  thématiques  en  lien  avec  les questions  d’éducation,  de  formation,  de  didactique  et  de  médiation  sont  les bienvenues.  

mardi 19 octobre 2021

Research webinar: "Media Literacy as National Defense" - Tessa Jolls (CML, USA) - 20/10/2021

Le GT enseignement supérieur et recherche du Conseil Supérieur de l'Education aux Médias a le plaisir de vous inviter à participer à son premier Webinaire ouvert aux membres mais aussi aux chercheur·es et professionnel·les de l'éducation aux médias intéressés. Saisissant l'opportunité de rencontrer des experts du secteur présents en Belgique et disponibles pour nous éclairer autour d'un sujet spécifique, le GT  vous proposera des rencontres sous la forme de Webinaires.

Ce premier webinaire se déroulera le Mercredi 20 Octobre 2021 de 9h30 à 11h00 (heure de Bruxelles) via zoom.

Il permettra de rencontrer Tessa JOLLS, Présidente du Center for Media Literacy aux USA (https://www.medialit.org/about-cml),  et portera sur l'éducation aux médias comme moyen de défense nationale.

Tessa Jolls est actuellement en Belgique et réalise pour le compte de l'OTAN une recherche de type scan environnemental sur les initiatives d'EAM dans les différents états-membres de l'OTAN. Ce webinaire se déroulera en anglais.

Wednesday October 20th, 2021 at 9:30 (UTC+2 - Brussels time) (zoom meeting)

Media Literacy as National Defense

Calls for media literacy are now echoing in the halls of government and academia, and the EU and NATO have indicated that media literacy is a national defense priority.  Why?  The rise of disinformation and misinformation through social media channels has unsettled the political order, and citizens' ability to discern is now prized more than ever as a way to help establish resiliency in the midst of propaganda coming from China, Russia, Iran and other authoritarian governments.  Also, conspiracy theories and ordinary sharing on social media are driving current narratives, and media literacy is often seen as an "inoculation" rather than a process that facilitates wise choices. Through a Fulbright-NATO Security Studies award, Tessa Jolls is conducting a study of how the media literacy community might contribute to this strategic defense priority, and what resources and support may be needed.  Please join in to learn more and to comment on this new initiative.

   Tessa Jolls

Tessa Jolls is President and CEO of the Center for Media Literacy, a position she has held since 1999. She also founded the Consortium for Media Literacy, a nonprofit focused on research. Jolls' works primarily in partnership with school and community-based implementation programs. In 2015, Jolls received the Global Media and Information Literacy Award, in recognition of her work in Media and Information Literacy and Intercultural Dialogue, from the UNESCO-initiated GAPMIL, in cooperation with the United Nations Alliance of Civilizations (UNAOC).   She co-taught the first media literacy undergraduate course at the University of Latvia in 2019; now, she is a Visiting Scholar at UCLouvain.

Voici le lien zoom pour participer à cette rencontre :

Sujet : CSEM - Webinar Tessa JOLLS "Media Literacy as national defense"

Heure : 20 oct. 2021 09:30 AM Paris

Participer à la réunion Zoom


ID de réunion : 917 3004 5526

Code secret : #CSEM2021

Colloque RUNED22 - Appel à communications

L'appel à communications du colloque RUNED22 - Perspectives critiques sur le numérique en éducation et formation: enjeux politiques, sociaux et économiques du design aux usages - est désormais ouvert. Les propositions de communication sont acceptées jusqu'au 15 novembre 2021 sur le site web suivant: https://runed22.sciencesconf.org/

Ce colloque s'inscrit dans la foulée de deux éditions précédentes (RUNED 17, Sherbrooke, Québec, mai 2017; RUNED 18, Lyon, France, mars 2018) qui avaient pour ambition d'interroger l'état de structuration et les tendances actuelles des perspectives critiques du numérique en éducation et formation, et de réunir les chercheur.e.s s'y intéressant. Une pandémie plus tard, cette troisième édition poursuit la même ambition.

Le colloque se tiendra le 3 et 4 mai à l'Université du Québec à Montréal (UQAM), la même semaine que le 9ème Colloque international en éducation (5 et 6 mai 2022, Montréal: https://colloque2022.crifpe.ca/fr/) et la semaine précédant le Congrès de l'ACFAS (9-13 mai 2022, ville de Québec: https://www.acfas.ca/evenements/congres).



  • 15 nov. 2021: date-limite pour soumettre une proposition de communication

  • début déc. 2021: réponse du comité scientifique

  • 5 fév. 2022: date-limite d'inscription

  • 3-4 mai: tenue du colloque

>> Modalités de soumission et d'évaluation

>> Modalités d'inscription et de participation

mardi 12 novembre 2019

15 séminaire en Littératie Médiatique Multimodale

Chères collègues, chers collègues,

Le 15e séminaire en LMM aura lieu le 19 décembre à l'UQAM (13h à 17h) au A-1785 (pavillon Hubert-Aquin).  
Vous n'avez pas à confirmer votre présence et nous vous remercions de diffuser l'invitation dans vos réseaux.  

J'en profite pour vous transmettre quelques informations :
Tous les numéros de la Revue de recherches en littératie médiatique multimodale (R2LMM) sont accessibles sur la plateforme Érudit.
Nous avons deux nouvelles parutions :
  • Vol. 9 (juin2019) Le matériel numérique comme ressource pour l'enseignement et l'apprentissage
  • Vol. 10 (octobre 2019) Multimodalité et espaces numériques : créer, communiquer et enseigner (bientôt sur Érudit)
Deux numéros sont en préparation pour 2020 sur L'enseignement des corpus numériques (vol. 11) et sur les Lieux de lecture, lieux de culture numériques (vol. 12).
La Chaire en LMM est responsable cette année, avec LQM, de l'espace innovant au Salon du livre de Montréal. Venez nous voir !
Pour vous tenir au courant de nos événements, vous pouvez consulter le site Web de la Chaire  et notre page Facebook

Au plaisir de vous voir très bientôt,


Nathalie Lacelle
Professeure, UQAM
Titulaire de la Chaire en littératie médiatique multimodale

mardi 22 octobre 2019

AAC Questionner les politiques publiques en éducation aux médias et à l'information

Le Centre d'études sur les jeunes et les médias a le plaisir de vous transmettre son dernier appel à communication pour le colloque international « Questionner les politiques publiques en éducation aux médias et à l'information (EMI) », organisé en partenariat avec la Chaire de recherche du Canada en éducation aux médias et droits humains, qui se tiendra à l'UPEC les 14 et 15 mai 2020.

Les propositions de communication sont à soumettre (avant le 18 décembre) sur la plateforme dédiée:

Tous les détails se trouvent dans l'AAC disponible en ligne, en français et en anglais.

Nous vous remercions par avance d'en assurer une large diffusion et nous excusons pour d'éventuels doublons.

Bonne soirée,

Le comité d'organisation

lundi 22 juillet 2019

Appel à communication pour le symposium annuel sur l'histoire du jeu

J'ai le plaisir de vous transmettre l'appel à communications pour le cinquième Symposium annuel sur l'Histoire du jeu « Au-delà des jeux : Bricolage et appropriation créative des jeux vidéo » qui se tiendra le 17 et 18 novembre 2019 dans le Vieux-Port de Montréal, en collaboration avec le MEGA et le MIGS.

***Vous trouverez tous les détails pour l'appel à communication sur le site homoludens.ca***

Date limite pour envoyer votre proposition: 16 septembre 2019

Le symposium porte sur l'histoire personnelle et orale du fandom, des conceptrices et concepteurs amateurs, sur leurs préoccupations, leurs pratiques ainsi que sur les réalités de leur économie politique. Nous nous intéressons non seulement aux manifestations et à l'histoire de cette scène, mais aussi à la manière dont les fans participent à la création et à la distribution d'un discours historique portant sur les objets de leur affection. Nous invitons donc les membres de communautés de collectionneurs et de créateurs ainsi que les chercheuses et chercheurs et théoriciennes et théoriciens à participer à deux jours de conversations et d'évènements.