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One of the most pressing questions in the transition we are experiencing from a book-based culture to a screen-based culture is the place which will be preserved for the reading of literary texts. How can we maintain, in a digital culture, complex relationships with texts when their reading no longer involves the same actions as before, with the codex being replaced by a computer screen? To begin this reflection, we will start with a description of what reading is, of Ben Marcus. This brief presentation will allow us on one hand, to reflect on the actions involved in this practice, regardless of the device used (the book or the screen); and, on the other hand, to present an hypermedia work, essentially multimodal, Principes de gravité, by Sébastien Cliche. The particularity of this 2005 work is that it is introduced as a book, but a book set on a computer screen. It is a web project taking the shape of a book, i.e. with pages, a cover, a table of contents, an index, and so on. But this book challenges the logic that prevails when reading it: to advance in Principes de gravité, is to go backwards; to accumulate is to squander; and to read is ultimately to undo the book. We end up understanding that this book was not meant to be read! Consulted, explored, viewed, yes; but read in its entirety, no. We will see, at the end of this article, what that means.

Keywords: lecture littéraire, interprétation, culture numérique, oeuvre hypermédiatique, livre-écran, figure du livre, littérature, literary reading, interpretation, digital literacy, hypermedia work, book on screen, book figure, literature

While new technologies proliferate in teenagers' everyday life, the educational system seems unable to close the gap when it comes to students' digital litteracy practices. Therefore, learning in the context of a classroom is hardly related to youth practices and experiences, while teens are massively exposed to a wide range of multimodal texts on various digital and traditional medias outside of school (Jewitt, 2005; Miller, 2007; Penloup, 2017; Walsh, 2008). But whereas various educational resources provide means to support teaching and learning writing in classrooms, few allow teachers to accompany their students toward digital writing. Our study aims to put forth a well-documented and detailed experimentation of digital writing teaching targeted towards teenagers. To achieve this, we undertook to identify knowledge and competencies to develop in order to write video game narrative as a multimodal hypertext. This research and development have been validated by experts in language didactics, in literature and computer sciences, educational advisors and teachers. We will feature the enhanced didactic material following the iterative steps of validation.

Keywords: jeu vidéo, hypertexte multimodal, écriture numérique, récit de jeu vidéo, recherche-développement, video game, multimodal hypertext, digital writing, video game narrative, research and development

Biblical literalism is an aspect of evangelical Christianity often reduced to dogmatic, anti-intellectual beliefs. On the ground, however, we see that it indexes a particular epistemological commitment rooted in an eminently modern intellectual history. Drawing on extensive research in an evangelical church in Nashville, Tennessee, this article argues that focusing solely on the propositional content of literalist beliefs obscures the extent to which evangelicals actually care about intellectual matters. After providing a brief overview of theoretical debates on the concept of belief in anthropology, the author underscores the rational process by which evangelical believers evaluate their convictions. The intellectual history of American evangelicalism is highlighted, in particular its link with 19th-century positivist thought. By approaching belief as a socio-epistemological activity, the analytical perspective adopted in this article advocates a better understanding of how believers themselves experience the intellectual stakes of religious life.

Keywords: anthropologie de la connaissance / du savoir, évangélisme étatsunien, histoire des sciences, herméneutique, éthique et politique de la connaissance, anthropology of knowledge, evangelicalism in the United States, history of science, hermeneutics, ethics and politics of knowledge

In the context of the LIBER project, which seeks to improve teaching and assessment practices in the reading/appreciation of literary works, we examine teachers' relationship to literature. A number of studies on the “relationship to...” have shown the need to take this relationship into account in order to improve practices. We interviewed the 10 teachers involved in the project on five dimensions of their relationship to literature. A thematic content analysis uncovered changes in terms of greater integration of oral communication in literature-related activities, greater use of children's literature in the classroom, and more frequent sharing of teachers' personal reading materials.

Keywords: rapport à la littérature, lecture, appréciation, cercles de lectrices et de lecteurs, littératie, relationship to literature, reading, appreciation, reading circles, literacy, enfoque hacia la literatura, lectura, apreciación, círculos de lectores y lectoras, literacidad

This article seeks to understand why poutine has become a new identity dish in Quebec. To do this, it analyzes the story of the origins of this dish as it unfolds in various contemporary documentary and fictional productions. It postulates that this story makes it possible to reframe and consider positively certain dimensions of Quebec identity perceived as problematic. The article first examines the utopian space-time of the origins story, that is, rural Quebec in the 1950s. It then turns to the colorful characters it brings into play, who make up an archetypal figure of the inventor of poutine where the small entrepreneur, the traveler, the handyman and the conniving uncle rub shoulders. Finally, a specific facet of this character is highlighted: an outsider, the bringer of disruption, but in a humorous manner, he appears as a real trickster. This humorous aspect of the story of the origins is addressed in the conclusion.

The article examines the possibility of teaching and learning multimodal fictional skills in a logic of continuity rather than rupture with traditional forms of reading and writing (Lacelle and Lebrun, 2012), as well as with multimodal media literacy skills. In view of the qualitative analysis of a storytelling project carried out in the 6th grade, multimodal fictional creation skills are defined (constructing a singular fictional universe; plotting the story; articulating different semiotic modes; developing reflexivity). The productions of three groups representing different levels of French are then examined to identify the students' achievements and any limitations that emerge.

Keywords: compétences multimodales, contes mythologiques, oral, travail de groupe, écriture créative, multimodal skills, mythological tales, oral, group work, creative writing