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This article examines contemporary artists’ appropriation of social media platforms to explore new narrative forms. In addition to the aesthetic and thematic qualities of these works, artists’ social media narratives reveal pragmatic and discursive qualities, notably unique space-time configurations. Artists such as Molly Soda, Amalia Ulman, Martine Gutierrez, or even the design team Brud’s Instagram CGI character Lil Miquela, highlight the temporal and spatial narrative dimensions of social media designs and the ways these platforms facilitate, guide, and frame self-representation and storytelling. This article will explore the ways in which narrative elements are both integrated into the design of social media platforms and reappropriated artistically for critical or reflexive use, (re)constructing the intentions and potentials of both the technology and the narrative concepts. This reflection draws on literary discourse theory as well as digital narratology and socio-linguistics, specifically employing French philosopher Paul Ricœur’s concept of narrative identity and emplotment as well as Russian structuralist Mikhail Bakhtin’s theory of chronotope (Greek for “time-space”). Through this analysis, we interpret artistic social media practices as self-narratives that employ medium-specific temporal configurations and challenge the traditional narrative framework.

Keywords: Discours littéraire, Hypertexte, Genre, Identité, Médias, Récit, Réflexivité, Selfie, Représentations artistiques et littéraires du corps et de l’espace, Réseaux sociaux, Bakhtine, Literary speech, Hypertext, Gender, Identity, Media, Narrative, Reflexive, Selfie, Social media, Artistic and literary depictions of body and space, Bakhtin

This study conducts a thematic content analysis of 63 online training courses offered to journalists by the Google News Initiative (GNI). Drawing on literature in the sociology of journalism and platform studies, it seeks to understand the vision of journalism articulated in these courses and, above all, how they reinterpret journalistic practices. The analysis reveals a predominance of two main forms of education provided by the GNI: education in algorithmic technologies and in marketing. These categories impose a realignment of the boundaries of journalism by focusing on four specific themes: education in Google tools, in machine learning, in advertising, and in audience metrics. Thus, the study demonstrates that Google is promoting a new conception of journalism, in which the boundaries between editorial, commercial and algorithmic are dissolved within an integrated “tech stack”, reconfiguring the boundaries of journalistic autonomy.

Keywords: Google News Initiative, journalisme, plateformisation, formation, école de la plateforme, Google News Initiative, journalism, platformization, training, platform schooling

Ce mémoire porte sur l'implantation des stratégies de diffusion au sein de trois grandes entreprises de presse québécoises et leur degré d'utilisation de la stratégie du piège à clic pour attirer l'attention du lecteur. Marquées par une période de changements des modèles médiatiques et avec l'avènement des réseaux sociaux dans le monde journalistique, les entreprises de presse ont dû adapter leurs stratégies pour rejoindre leur lectorat sur de nouvelles plateformes. Dans une logique de coopétition avec les plateformes d'infomédiation (Bouquillion, Miège et Moeglin, 2013), cette étude se focalise sur l'analyse des stratégies de diffusion des contenus sur la plateforme Facebook, et la présence de publications se rapprochant d'une définition du piège à clic proposée par Chen, Conroy et Rubin (2015) dans trois entreprises distinctes, soit …

Research Framework: In recent years, images of breastfeeding mothers have multiplied on social media. Censored until 2015, these images are now allowed on platforms like Facebook and Instagram. Unlike non-famous mothers, celebrities have followed the trend by publishing breastfeeding photographs on Instagram. The popularity of these women has helped to increase the visibility of breastfeeding in public spaces, a practice still criticized and perceived as being private.Objective: In this article, we seek to better understand the phenomenon of celebrities who publish photographs of breastfeeding on the social network Instagram.Methodology: We conducted a qualitative analysis of 50 breastfeeding photographs published, between January 2014 and August 2016, on the public and verified Instagram accounts of 13 celebrities practicing the professions of model, actress, singer and TV host.Results: Our research has shown that celebrity breastfeeding photographs on Instagram serve multiple purposes. They allow these women to mark their maternity in their family and professional trajectories while being advertising and participating in the development of their brand. They also participate in the construction of the social discourse in favor of the normalization of breastfeeding in the public space. Finally, the images published by celebrities on Instagram present a form of idealized maternity.Conclusions: Celebrity breastfeeding photographs depict "high-performance" mothers who breastfeed their child without difficulty, who readily combine work and breastfeeding, maintaining a neat physical appearance and postnatal body "in control". Through their images, these women offer an idealized way of being a mother, not accessible to the majority of women who consume their images on Instagram.Contributions: Our research captures the contribution of celebrities to the development of breastfeeding and maternity standards.

Keywords: allaitement, célébrités, brelfie, photographies, Instagram, réseaux sociaux, celebrities, breastfeeding, brelfie, photographs, Instagram

While the potential of social networking sites to contribute to educational endeavors is highlighted by researchers and practitioners alike, empirical evidence on the use of such sites for formal online learning is scant. To fill this gap in the literature, we present a case study of learners’ perspectives and experiences in an online course taught using the Elgg online social network. Findings from this study indicate that learners enjoyed and appreciated both the social learning experience afforded by the online social network and supported one another in their learning, enhancing their own and other students’ experiences. Conversely, results also indicate that students limited their participation to course-related and graded activities, exhibiting little use of social networking and sharing. Additionally, learners needed support in managing the expanded amount of information available to them and devised strategies and “workarounds” to manage their time and participation.

Keywords: Online learning, learner experience, online learning environments, online social networks, elgg

In recent years, there has been a rapid growth in the use of social networking tools (e.g., Facebook) and social media in general, mainly for social purposes (Smith, Salaway & Caruso 2009). Many educators, including ourselves, believe that these tools offer new educational affordances and avenues for students to interact with each other and with their teachers or tutors. Considering the traditional drop-out rate problem documented in distance courses (Rovai, 2003; Woodley, 2004), these tools may be of special interest for distance education institutions as they have potential to assist in the critical “social integration” associated with persistence (Sweet, 1986; Tinto, 1975). However, as distance students are typically older than regular on-campus students, (Bean & Metzner, 1985; Rovai, 2003) little is known about their expertise with social media or their interest in harnessing these tools for informal learning or collaborating with peers. To investigate these issues, an online questionnaire was distributed to students from four large Canadian distance education institutions. A systematic sampling procedure lead to 3462 completed questionnaires. The results show that students have diverse views and experiences, but they also show strong and significant age and gender differences in a variety of measures, as well as an important institution effect for interest in collaboration. Males and younger students score higher on almost all indicators, including cooperative preferences. The limits of the study and future developments and research questions are outlined.

Keywords: distance education, social software, webconferencing, collaboration, social presence, technology, transparency

This article aims to study the affective capitalism through its materiality and its relation to the human body, a digital accessibility made possible by the manipulation gestures of touch-screen interfaces. Through these writing tools, we will examine the technic and the digital, and the way these devices and the digital industries enter our daily lives, our modes of communication and our social practices. As these gestures are generalized and incorporated into the economic models of these platforms, the affective capitalism uses them to produce new forms of communication. With the help of a semio-pragmatic analysis of these gestures, articulating techno-semiotic analyses with accompanying discourses, and users’ imageries, we will see that affective capitalism instrumentalizes these gestures and produces new forms of communication. Through a trust-based relationship between users and designer, manipulation gestures build up an experience that public consent to perform. These small gestures appear as a constitutive practice of the affective capitalism.

Numerous social, economic and academic pressures can have a negative impact on representations of biomedical research. We review several of the forces playing an increasingly pernicious role in how health and science information is interpreted, shared and used, drawing discussions towards the role of narrative. In turn, we explore how aspects of narrative are used in different social contexts and communication environments, and present creative responses that may help counter the negative trends. As traditional methods of communication have in many ways failed the public, changes in approach are required, including the creative use of narratives.

Keywords: communication en santé, communication scientifique, réseaux sociaux, récit, santé publique, Health Communication, Science Communication, Social Media, Narrative, Public Health