Articles scientifiques

Granjon, F. (2012)

L’approche critique n’a pas toujours bonne presse et les lieux du culte sociologique se prêtent parfois à son encontre au jeu des anathèmes et des excommunications.

Oxford Review of Education
Crook, C. (2012)

This report draws on 53 focus group interviews conducted with students aged 13 and 15 in both representative and innovating UK secondary schools.

Learning, Media and Technology
Eynon, R. (2012)

Universities across the globe are increasingly being asked to justify their existence by demonstrating their impact on society.

Kumpulainen, K., & Sefton-Green, J. (2012)

Efforts to understand the dynamic processes of learning situated across space and time, beyond the here and now, are presently challenging traditional definitions of learning and education.

Drotner, K., & Erstad, O. (2012)

In this article we discuss why media literacies are being acknowledged as a key competence across a range of life functions and policy domains, and we propose that, in order to understand and help develop these literacies, researchers from media...

Collin, S., & Karsenti, T. (2012)

Cet article a pour objectif de relever certaines limites des approches théoriques du domaine actuel des usages des technologies en éducation et d’en tirer des recommandations pour contribuer à son renouvellement.

Oxford Review of Education
Erstad, O. (2012)

The main objective of the paper is to present an outline for an approach studying young people as learners across contexts, presented here as a ‘learning lives approach’.

Selwyn, N. (2012)

Despite the ever-increasing use of digital technologies in contemporary society, education researchers have yet to fully get to grips with the ‘digital age’.

Oxford Review of Education
Selwyn, N. (2012)

This paper considers the contribution of sociological theory to the academic study of young people, education and digital technology.

Études de Communication
Drot-Delange, B., & Bruillard, É (2012)

La prolifération des objets numériques et l’étendue de leurs utilisations sont telles que des observateurs ou des chercheurs n’hésitent pas à parler de cultures numériques.