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This article attempts to answer a question : what does Tintin owe to 19th century fiction ? Through a lengthy process, the figure of the reporter progressively automatized into the hero of the Petit Vingtième. Initially relegated to menial newspaper tasks, then as lowly cub reporter looking for minor scoops, his news beat gradually expanded, geographically, as did his professionalism and status at the paper. By about 1900, he had earned his journalistic spurs, rising in the ranks to displace the venerable columnist. It was an era of notably successful novels of the likes of : Michel Strogoff and Claudius Bombarnarc by Jules Verne (1876 and 1893), Le Sieur de va-partout by Pierre Giffard, a work which straddled the realms of fiction and reportage (1880), La vie des frelons by Charles Fenestrier (1908) and, most notably, the Rouletabille series by Maurice Leblanc (1907)—itself preceded by a little known series that had appeared in Le Matin in 1900 : Que faire ? by Desnard (and his ghostwriter Apollinaire). A reading of these works reveals, for one thing, that that the reporter's professionalization was evolving amid a deliterarization of the elements of journalistic fiction, while concomitantly Hergé's poetical and thematic processes were reconfiguring within the challenging constraints of the comic strip.
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497.More information
Cette thèse est présentée comme une contribution à la "description pluridisciplinaire" (R. Barthes) de l'acte de lecture. En utilisant concurremment deux modèles de description proposés par Roland Barthes, l'un pour la description des niveaux du récit (Cf. "Introduction à l'analyse structurale des récits", Communications 8, 1966, pp. 1-27) et l'autre pour la description des principaux niveaux de l'acte de lecture (cf. "Pour une théorie de la lecture", Publication du CRDP d'Orléans, 1973, pp. 28-29), on y procède à un essai d'analyse expérimentale visant à établir une typologie des démarches de lecture portant sur un texte narratif, plus précisément sur une seule séquence narrative sous forme de bande dessinée. Les modèles de Barthes sont des modèles théoriques et la recherche en lecture compte encore, très peu …
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This article, which takes the form of a documentation of practices, reports a co-creation project resulting from a multimodal literacy research-design: the creation of a comic book in class with a historical character. During this project, 6th grade elementary school students produced a multimodal work (text - images) to learn about 1) the 1900-1960 historical period and 2) the complete realization of a comic book. In this article, we present this co-creation project according to the 4Ps approach (portrait of the environment, process of co-creation, project, production). We conclude by presenting several observations. Among these, we identify students' motivation stimulated by the project and the development of multimodal literacy and several social universe skills: decoding and critical reading of documents made of images, literature research, reception/production of semiotic information by combining text and images.
Keywords: littératie, bande dessinée, univers social, histoire, littératie médiatique multimodale, literacy, comic strip, social sciences, history, multimodal literacy
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