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Copyright of Actualités Pharmaceutiques is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Les politiques françaises, européennes et mondiales font du numérique en santé un pilier des stratégies portant à la fois sur la performance, la qualité du système de santé et la lutte contre les inégalités en santé. Cependant, l’acceptabilité sociale de ces politiques est un enjeu fort et nécessaire, non seulement pour le renforcement de droits collectifs – contribuant à faire vivre une démocratie sanitaire participative – et individuels. Ainsi, le droit du numérique en santé est un construit social. Cette construction dynamique proposée par le concept d’acceptabilité sociale vise l’appropriation du numérique en santé par l’ensemble de la population. Toutefois, ce concept issu des sciences sociales n’en demeure pas moins une notion juridique originale : elle renvoie à la légitimité de la norme autant qu’aux créateurs de celle-ci. Par ailleurs, elle imposerait une démarche semblable au principe constitutionnel de précaution. Mais la difficulté à faire « consensus » pour le numérique en santé, dans un espace globalisé, implique que les juridictions ne puissent faire peser de nouvelles obligations positives à la charge des Etats dans leurs choix de politique publique en santé numérique. Le droit à la protection de la santé serait alors à géométrie variable en Europe, son effectivité dépendrait de l’acceptabilité sociale et éthique du numérique.

L’éducation aux médias et à l’information se situe à la croisée des pratiques médiatiques, informationnelles et numériques; il s’agit de doter l’individu d’un appareillage conceptuel et méthodologique susceptible de l’aider à mettre en œuvre une approche critique des médias et de l’information, et à s’emparer de son écosystème informationnel plutôt que de le subir. Cet article pose la question des pratiques médiatiques, informationnelles et numériques des futurs enseignants au Bénin et prend appui sur une recherche qui se situe dans une perspective compréhensive. Les enquêtés décrivent leurs pratiques au moyen d’un questionnaire exploratoire suivi d’un entretien de groupe. Les données collectées montrent d’une part que les pratiques sont essentiellement non formelles et s’appuient sur l’usage du téléphone mobile, et mettent en évidence d’autre part le besoin de formaliser des connaissances et compétences que les étudiants pourront transférer à leurs futurs élèves.

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Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

L’évaluation des compétences en lecture génère chez beaucoup d’élèves en difficulté, une diminution de leur appétence pour la lecture (effet Matthieu) ; on sait aussi que les perceptions normatives de l’activité évaluative freinent chez les personnes enseignantes, les innovations didactiques susceptibles d’aider ces élèves à rester des lectrices et lecteurs motivés. Nous présentons quelques résultats d’une recherche-action ayant pour objectif principal le développement interprofessionnel d’enseignantes dans une perspective de formation à la littératie, au développement de la compétence en lecture de textes littéraires, afin de conserver l’appétence des élèves en lecture. L’entrée par les problématiques d’évaluation a été choisie pour permettre aux enseignantes participant au projet de se réapproprier leur autonomie professionnelle et favoriser l’intervention des élèves aux différentes étapes du processus d’évaluation. Dans ce contexte plusieurs enjeux de démocratisation du point de vue didactique et du point de vue de l’évaluation sont décrits dans une étude de cas avec la collaboration d’une enseignante qui l’a exploré avec sa classe de 6e année pendant trois ans et d’une conseillère pédagogique qui l’a accompagnée.

Illiteracy, a french concept that appeared in the 1970s, is more topical than ever. If the latest studies have pointed to a decrease of this phenomenom, the media often evokes the spread of illiteracy, which then takes on the appearance of a social pathology. Some regions of France are particularly affected by illiteracy: this is the case of Reunion Island, an overseas department and ancient French colony. Reunion Island is a multicultural and multilingual territory, where creolization has allowed the hybridization of cultures, lifestyles and linguistic practices. It is also described as a society with an oral tradition. In this context, what is the vision of literacy? In what terms do we speak of illiteracy? This article explores and confronts the dominant discourse (media and institutional) with the individual discourse of people supposed to be illiterate or to have difficulties in their writing practices. These minority discourses appear more nuanced, even dissenting, and to a certain extent advocate the normality of the state of non-literacy. This allows us to question imagination around illiteracy and the singular status of this concept, which appears emblematic of an epistemological divide between two societal models and two relationships to knowledge. [ABSTRACT FROM AUTHOR]

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Cette étude se situe dans le cadre d’un projet de « rédaction bienveillante » (Clerc 2019), finalisé à la divulgation scientifique auprès de lecteurs ayant un faible niveau de littératie. Son objectif est d’identifier des reformulations plus efficaces dans la rédaction de textes scientifiques, qui sont essentiellement basés sur des liens logiques de nature causale. Dans ce texte de vulgarisation médicale, la principale relation causale est exprimée sous la forme d’une causalité finale. Il a été question de vérifier quelles structures alternatives pouvaient être utilisées pour exprimer cette même relation causale. La reformulation avec le moyen d’expression de la cause le plus explicite, à savoir le connecteur prototypique parce que s’est révélé inadéquat ; en revanche ce connecteur est apparu possible avec sa fonction argumentative, impliquant cependant des modifications dans l’agencement des propositions, et produisant ainsi un énoncé plus complexe. La reformulation au moyen de la conditionnelle en si – « si P, alors Q » – est apparue la plus appropriée, tout en étant moins complexe. Cette recherche a permis de mettre en évidence que ce qui détermine la nature plus ou moins appropriée d’un connecteur (i.e. afin que au lieu de parce que) ou bien l’ordre des faits de la relation causale, ce n’est pas le sens en soi du connecteur, mais l’ensemble du discours, avec son macro-acte communicatif et la progression thématique, d’où la nécessité d’une approche non seulement strictement syntactico-lexicale mais aussi pragmatique.

Objectives: The objective of this study was to develop and validate the Knowledge of Suicide Scale (KSS), elaborated to assess adherence to myths about suicide., Methods: The KSS is a self-questionnaire including 22 statements relating to myths about suicide for which the respondent is asked to rate his degree of adherence on a scale ranging from 0 ("strongly disagree") to 10 ("completely agree"). Using the script concordance test scoring method, the respondents' scores were compared with those of experts to obtain, for each item, a score between 0 (maximum deviation with the experts) and 1 (minimum deviation with the experts). One thousand and thirty-five individuals (222 psychiatric interns, 332 medical interns in the first semester excluding psychiatry and 481 journalism students) were included., Results: According to the exploratory factor analysis, the KSS is a two-dimensional scale: the first subscale includes 15 items and the second seven items. The tool showed excellent face validity, correct convergent and divergent validities (multi-method multi-feature analyzes), and good internal consistency (Cronbach's alpha coefficient between 0.66 and 0.83 for scales and subscales). The KSS is moderately and negatively correlated with the Stigma of Suicide Scale (r=-0.3). It significantly discriminates groups with different expected levels of knowledge regarding suicide (P<0.001)., Conclusions: The KSS demonstrated good psychometric properties to measure adherence to myths about suicide. This tool could be useful in assessing the effectiveness of suicide prevention literacy improvement programs., (Copyright © 2023 L'Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.)

L’Homo digitalis constitue-t-il une évolution par rapport à l’Homo sapiens ou en est-il une partie ? Voilà la question que pose cette contribution multilingue écrite à six mains. L’introduction revient sur le terme Homo digitalis et l’analyse à l’aide de la compétence plurilingue pluriculturelle, dont les trois parties suivantes démontrent l’importance à côté de celle de la littératie pour l’exploitation de documents authentiques. La première partie traite du recours aux documents visuels numérisés en classe de grec ancien ; la deuxième d’inscriptions latines et de leur exploitation en classe grâce à l’image numérisée ; la troisième de cinéma italien et de divers supports numérisés qui permettent de l’intégrer dans la formation des élèves. La conclusion propose une réponse à la question initiale.

This documentary review on language aims to explore literacy or literate practices in the Colombian and Latin American rural contexts. A documentary review of fifty articles published in English and Spanish in search engines such as Web of Science, Eric, and Redalyc, among others, is developed. The data was collected in a documentary matrix and textual hermeneutics was used as an interpretive method. It is structured in research at the international, Latin American, and Colombian levels, it also presents trends and horizons of literacy. It was concluded that language teaching in rural areas of the world is comprehensive and is better located in social practices, but economic, historical, and political factors do not allow it to cover the entire population. [ABSTRACT FROM AUTHOR]

Copyright of Language & Literacy: A Canadian Educational E-Journal is the property of Language & Literacy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study is part of a project on "customized and supportive communication" ("rédaction bienveillante"; Clerc 2019), which is aimed at disseminating science to readers with a low level of literacy. Its goal is to identify effective linguistic strategies for popularizing texts through reformulation. Since scientific texts are mainly based on "causal" logical relations, this article discusses how to reformulate a popular medical text, whose main causal relation is expressed as final causality. Since scientific texts are mainly based on "causal" logical relations, this article discusses how to reformulate a popular medical text, whose main causal relation is expressed as final causality. On one hand, a reformulation strategy based on the most explicit causal conjunction, namely the prototypical connector parce que ('because'), has proven to be inadequate. On the other hand, this connector appeared to be possible with its argumentative function; however, this "argumentative" use implies crucial modifications in the arrangement of the propositions and produces a more complex text. Instead, a reformu lation strategy based on the conditional "if P, then Q" appeared to be more appropriate and less complex. This research shows that a causal connector is characterized as more or less appropriate not because of its meaning per se, but because of the thematic progression and the communicative macro-act that it enhances. In conclusion, it is argued that popularizing reformulation should not have a strictly lexical-syntactic approach, but should take the pragmatic dimension of language into consideration. [ABSTRACT FROM AUTHOR]

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Copyright of Synergies Italie is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Synergies Italie is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Dans la société actuelle, le numérique occupe une place exponentielle (Lebrun,Lacelle et Boutin, 2012b, 2012c, 2013). Les pratiques communicationnelles et la littératie en sont profondément impactées (Lebrun, Lacelle et Boutin, 2012b, 2012c, 2013 ; Lacelle, Boutin et Lebrun, 2017). Ce contexte voit l’émergence de pratiques de lecture et d’écriture spécifiques qui doivent trouver une place en contexte scolaire à travers des pratiques d’enseignements intégratrices et novatrices (Lacelle, Boutin et Lebrun, 2017). L’ouvrage de Lacelle, Boutin et Lebrun (2017) recensé dans cet article est incontournable pour comprendre les changements communicationnels qui se produisent (et se produiront), leurs impacts sur la lecture, l’écriture et pour se doter d’outils pour ne pas rester en marge de ces changements (Lebrun, Lacelle et Boutin, 2012b, 2012c, 2013).

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Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

De nombreuses études analysent le rôle des supports de travail proposés aux élèves dans la construction des inégalités. Mais très peu d’entre elles s’intéressent à l’enseignement professionnel, moins encore agricole. Cette étude inédite cherche à documenter ces enseignements et s’inspire des New Literaties Studies pour mettre en évidence quelques relations entre littératies et inégalités. Le courant des new litteraties studies invite à la mobilisation d’objets disciplinaires différents pour étudier un même phénomène. Dans le cas précis, les notions de « littératie du travail » et « littératie scolaire » sont mobilisées pour comprendre comment, en bac pro, ces univers sont reconfigurés. L’étude compare deux classes de même niveau, situées dans des établissements contrastés. L’analyse des productions des élèves permet d’interroger l’impact de deux orientations pédagogiques selon la socialisation des élèves.

Dans le cadre de notre recherche doctorale, nous avons mené une ingénierie didactique collaborative en vue de l'élaboration, de l'expérimentation et de la validation d'une séquence didactique (Dolz & Schneuwly, 1998) portant sur l'exposé critique en 4e secondaire. Considérant que les adolescents sont quotidiennement exposés aux médias audiovisuels, nous avons choisi de faire porter cette critique sur l'écoute d'un message publicitaire, dont nous avons transposé l'une des caractéristiques textuelles, les stratégies publicitaires, dans la séquence didactique en question. Cette contribution est donc l'occasion de se pencher sur l'enseignabilité des contenus de cette séquence qui sont en lien avec cette caractéristique ainsi que d'examiner les résultats de sa mise en œuvre en termes de gains d'apprentissage pour les élèves dans une perspective de développement et d'exercice de la pensée critique et, donc, des compétences en littératie.

Introduction. Recent randomized trials in schools indicate that only mental health literacy was effective in reducing suicide attempts. The literacy program "Partners for life" (PFL) was set up in the Province of Quebec as a suicide prevention strategy since 2000. It has reached 50-70% of adolescents (1,150,000 adolescents) in a province of 8 millions inhabitants. Suicide rates among adolescents decreased by 65% during the same period. Method. This case study reports the program development and its implementation. Program evaluations have been conducted and will be presented as evidence of its qualities as a health literacy program. Suicide rates were obtained from the Quebec and Canadian Public Health Agencies. Results and discussion. Program evaluations showed that the program "Partners for life" (PFL) increased knowledge of depression and changed attitudes towards seeking help. Quebec experienced an increase in suicide rates in the 1990s, followed by an overall decrease between 2001 and 2010, more pronounced than in the rest of Canada. Conclusion. This is the first populational implementation of a school-based mental health literacy program that has been demonstrated effective. It is associated with a large suicide rate reduction, and "de facto" secure. It also reaches the majority of the population of adolescents : inoculating that a whole generation is an essential prerequisite of population-based universal prevention of suicide. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Résumé: La communication, spécialement avec l’ère numérique, est devenue une action complexe, comportant de multiples facettes. En ce sens, les élèves présentant des difficultés relatives à la lecture et à l’écriture sont de plus en plus nombreux à bénéficier de services en orthopédagogie. La présente recherche a pour objectif d’identifier des pratiques orthopédagogiques recourant à la littératie médiatique multimodale (LMM) auprès d’élèves du secondaire. Un devis méthodologique de type qualitatif et exploratoire est employé, alors que l’étude de cas a été choisie afin de mener la recherche. Les principaux résultats permettent de documenter davantage, en contexte d’éducation secondaire, les pratiques orthopédagogiques en littératie (notamment selon les différentes compétences en LMM). Les données recueillies offrent un aperçu du rôle des orthopédagogues auprès des jeunes du secondaire et confirment également l’imprécision et la grande variabilité l’entourant. Abstract : Communication, especially with the digital age, has become a complex, multi-faceted action. In this sense, students with reading and writing difficulties are more and more likely to benefit from orthopedagogical services. The purpose of this research is to identify orthopedagogical practices using Multimodal Media Literacy (MML) among high school students. A methodological specification of the qualitative and exploratory type is used, while the case study was chosen to conduct the research. The main results are used to further document, in the context of secondary education, the orthopedagogical practices in literacy (notably according to the different skills in LMM). The data collected provide an overview of the role of remedial teachers among high school students and also confirm the inaccuracy and wide variability surrounding it.

Research on first language, second language, and multilingual socialization has flourished over the past three decades in many formal and informal educational contexts around the world. One relatively recent site for such research, particularly for multilingual students learning English as an additional language, is post-secondary institutions where English is the medium of instruction. This article reviews research on this topic conducted at Canadian universities in particular, focusing both on students enrolled in short (one year or less) study-abroad programs and on those in full degree programs (undergraduate and graduate) whose goals may include improving their English language proficiency and their disciplinary knowledge in various fields. It highlights the changing theoretical understandings of language/literacy socialization processes based on a number of studies, in terms of students' trajectories, the interplay of students' (multiple) languages in their learning and performance, the various agents and directions of their socialization, acts of resistance versus compliance with established norms, and the role of peer support and social networks in their academic and social experiences, and ways of tracking these. In addition, the article notes the various methodological approaches that exist for studying issues related to language/literacy socialization and the units of analysis typically involved in this research. [ABSTRACT FROM AUTHOR]

Introduction: In the particular case of chronic patients, it is found that a low level of health literacy (HL) interferes with a full mastery of the skills allowing the self-management of the disease and the monitoring of treatments. Objective: In order to meet the specific needs of patients with chronic diseases, it seems necessary to adapt the educational offer proposed to chronic patients with regard to their level of HL. Contributions/Description: According to systemic and socioconstructivist logics, the results show that taking into account illiteracy in patient education (TPE) is possible and could contribute to the increase in HL skills and more broadly in literacy skills. Discussion: TPE could be considered as a first step towards a return to learning for people with low literacy. Taking HL into account in care will require the establishment of links between the health and socio-educational sectors in order to provide a gateway for these groups, which are often far from the care system. The training of carers/educators and the recognition of different educational formats would make it possible to adapt the educational offer in its content and methods. Conclusion: The proposed pedagogical intervention model responds to inequalities in access to TPE of illiterate people. It promotes a singular and global vision of the person contributing to his / her health autonomy by integrating both the individual clinical approach and the public health approach of the concept. [ABSTRACT FROM AUTHOR]

We use the 2012 Programme for the International Assessment of Adult Competencies to examine the relationship between information-processing skills, educational attainment, and labour market outcomes among Indigenous peoples in Canada. Relative to the non-Indigenous sample, we find negative earnings differentials, higher unemployment, and lower employment and labour market participation among Indigenous peoples, as well as important differences between First Nations, Métis, and Inuit workers. First Nations peoples show larger gaps in terms of earnings and employment outcomes. Moreover, Métis peoples show worse employment outcomes and negative earnings differentials in the upper part of the distribution. First Nations peoples also show sizable gaps in literacy, numeracy, and technology skill relative to the non-Indigenous sample. Not surprisingly, there is a positive relationship between information-processing skills and wages. However, the returns to skills are very similar for Indigenous and non-Indigenous peoples. That is, we find no evidence of economic discrimination. Once these skills are conditioned on, the earnings differentials decline. We also find that education can reduce skill and wage gaps, although the additional impact is small. The results imply the need to consider barriers to education faced by Indigenous peoples. [ABSTRACT FROM AUTHOR]

L’expression « littératie multimodale » n’est pas usitée en France. Dans cette réaction à la communication de Diane Dagenais, je rappelle d’abord les raisons qui ont rendu délicate l’acclimatation de la notion de littératie dans le contexte hexagonal français. Je m’intéresse ensuite au débat qui confronte les tenants d’une littératie conçue comme une « technologie de l’intellect » et ceux qui donnent la prééminence aux conditions sociales de son ancrage. L’évocation de recherches conduites dans le contexte guyanais ou africain permet de montrer comment de jeunes chercheurs s’approprient de manière nuancée cette notion. La multimodalité, en France, se trouve majoritairement traitée par le champ des sciences de l’information et de la communication et celui de la didactique des nouvelles technologies. Je m’appuie sur l’exemple du passage de l’image à l’infographie pour évoquer la richesse des mutations permises par les technologies numériques aujourd’hui mais aussi la difficulté d’interprétation et de manipulation de ces nouveaux textes. Je termine par trois exemples qui illustrent la manière dont la multimodalité se trouve investie dans une formation de futurs enseignants de français langue étrangère. Bien que littératie et multimodalité renvoient, de part et d’autre de l’Atlantique, à des découpages disciplinaires différents, que ce soit dans le domaine de l’anthropologie de l’écriture, celui de la didactique des langues ou celui des « nouvelles » technologies, le dialogue existe, toujours fructueux, à propos de préoccupations qui sont, elles, communes.

Patient education is an important part of the response to chronic disease. However, a low level of HL is a major barrier to access to this education. This is particularly important for patients with low literacy skills who benefit less from health education and lack the skills to use existing resources. Health literacy is at the crossroads of education, health and culture and, in this sense, requires a multidisciplinary and pluriprofessional approach. As such, the general practitioner can play a central role in identifying patients with low literacy skills or implementing educational interventions. [ABSTRACT FROM AUTHOR]