Abstracts
Abstract
Over the years that I have taken secondary school students to the theatre, the the digital revolution has moved through schools, classrooms, and even theatres, calling into question my goal of contributing positively to students’ identity formation through exposure to live plays. Responding to calls to examine the ways in which young people’s online and offline lives are interwoven, a one-year qualitative case study of student theatregoers suggests that online settings feature prominently in students’ identity formation and that non-digital school experiences such as the theatre trip are often experienced in light of students’ digital lives. Traditional events such as a trip to the theatre are influenced by and combined with online experiences to contribute to a new “iDentity” formation.
Résumé
Au fil des années où j’amenais mes élèves du secondaire au théâtre, la révolution numérique a investi les écoles, les classes et même les salles de théâtre. Ceci a remis en question mon objectif de contribuer positivement à la formation identitaire des étudiants en les exposant à la dimension en direct des pièces. En réaction aux demandes d’étudier les manières dont les vies en et hors ligne des jeunes sont inter reliées, une étude de cas qualitative d’un an portant sur les étudiants qui fréquentent le théâtre a été réalisée. Celle-ci indique que les réalités en ligne imprègnent de façon notable la formation identitaire des étudiants et que les expériences scolaires non numériques, telles qu’assister à une pièce de théâtre, sont souvent consommées sous l’influence des vies numériques des étudiants. Des sorties traditionnelles comme une visite au théâtre sont influencées par et combinées au vécu en ligne, contribuant ainsi à une nouvelle formation « iDentitaire ».
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Appendices
Biographical note
John M. Richardson teaches high school English and drama, and is Adjunct Professor at the University of Ottawa Faculty of Education. He most recently spoke on youth responses to live theatre at Cambridge University and on the CBC radio show “Q,” and on the impact of Toy Story at the University of Sunderland. His research interests include digital culture, educational technology, critical pedagogy, and literacies.
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Appendices
Note biographique
John M. Richardson enseigne l’anglais et l’art dramatique au secondaire. Il est aussi professeur associé à la faculté des sciences de l’éducation de l’Université d’Ottawa. Récemment, il s’est exprimé sur la réaction des jeunes face au caractère direct du théâtre à la Cambridge University et à l’émission de radio Q, diffusée sur les ondes de CBC. Il a également pris la parole sur l’impact du film Toy Story à l’University of Sunderland. Ses intérêts de recherche portent sur la culture numérique, les technologies de l’éducation, la pédagogie critique et les littératies.