L’album documentaire, un incontournable pour favoriser l’entrée dans l’écrit

Abstract

Tous droits réservés © Revue de recherches en littératie médiatique multimodale, 2015Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche. AbstractThe use of nonfiction books provides children with a diverse range of themes likely not only to join their different needs and interests, but also to meet a variety of teachers' educational aims (Guérette, Roberge, Bader and Carrier, 2007;Prévost and Morin, 2011).These books are important resources to stimulate language skills' development underlying the reading, writing and oral communication learning process, in addition to their inherent appeal to children. Indeed, interactive reading of nonfiction books could contribute, among others, to the acquisition of a more abstract vocabulary, world-knowledge enrichment, and a discovery of knowledge on literacy (Giasson, 2011). Children will also construct their understanding of the text by using the images provided. Images provide a visual medium which readers then use to make sense of the information within the book. This article offers a didactic reflection and attempts to: 1) define different types of nonfiction books that may be used with emerging and beginning readers; 2) present the potential of this book genre with this clientele; 3) present different ways to enliven interactive reading of nonfiction books with preschoolers and early elementary students.

Exploring silent, small-group and adult mediated reading with nonfiction picturebooks: children's responses and educational potential in elementary school.

“…Illustrations constituted the epicenter of these shared readings, which highlights the power of the visual impact of the new nonfiction picturebooks, with a great artistic potential already studied on a theoretical level (Grilli, 2021). The content of books was also the subject of this need for sharing, as a source of learning and information (Cristini, 2014;Boudreau & Beaudoin, 2015;Hervouët & Vidal-Naquet, 2015;Courchesne, 2017) capable of promoting interactions between the book and its readers (Tabernero, 2022 andTabernero &Colón, 2023).…”

Investigating primary pre-service teachers' perceptions of nonfiction picturebooks

“…Furthermore, from a literacy perspective, scholars widely recognize the utility of these books (Colman, 2007(Colman, , 2011Duke, 2000;Stewart & Young, 2019). They empower young readers to engage with informative texts, not limited to fiction, facilitating the expansion of vocabulary, enrichment of knowledge about their surroundings, and enhanced access to written content (Boudreau & Beaudoin, 2015;Duke, 2000).…”

“…Nevertheless, despite earning praise in the academic world, nonfiction books are underutilized in schools. There's a noticeable gap between including nonfiction book reading and following the official curriculum guidelines in education, as noted by Boudreau and Beaudoin (2015) and Vaughn et al (2021).…”

Le persuasif et le convaincant : pour une caractérisation fonctionnelle des interventions éducatives en sciences

“…Reconnaissons d'abord que la recherche montre avec une clarté certaine que l'apprentissage est plus facilement issu de l'activité que de la passivité. Certaines pratiques d'enseignement qui la contraignent ou l'encouragent, sont effectivement meilleures : la prise de position volontaire et consciente (Albe, 2005) ; la formulation explicite d'hypothèses ou de prédictions (Brod, Hasselhorn et Bunge, 2018) ; l'obligation de contribuer aux débats (Lilly, 2012) ; la possibilité de faire des choix (Hasni et Potvin, 2015) ; la réflexion métacognitive (Schraw, Crippen et Hartley, 2006) ; la contrainte d'une intention de lecture (Boudreau et Beaudoin, 2015) ; la prise en charge de la résolution des problèmes (Reigosa et Jiménez-Aleixandre, 2007) ; etc.…”