Biblio

Exporter 60 resultats:
Auteur Titre [ Type(Asc)] Année
Filtres: Mot-clé est jeunesse  [Clear All Filters]
Article de revue
Appel, A. E., & D O’Gara C. (2001).  Technology and young children : A review of literature. Tech-KnowLogia. 35-36. (35.06 Ko)
CLEMENTS, DOUGLAS. H., & SARAMA JULIE. (2003).  Strip mining for gold : Research and policy in educational technology-A response to « Fool’s gold ». Educational Technology Review. 11(1),  (148.36 Ko)
Davidson, C. (2011).  Seeking the green basilisk lizard : Acquiring digital literacy practices in the home. Journal of Early Childhood Literacy. 12(1), 24-45.
Agosto, D. (2002).  A model of young people's decision-making in using the Web. Information Science Research. 2(4), 311-341.
Sahut, G. (2016).  Les jeunes et Wikipédia : un rapport genré ?. Revue de recherches en littératie médiatique multimodale. Vol. 4.(décembre),  (793.09 Ko)
Endrizzi, L. (2012).  Jeunesses 2.0. : Les pratiques relationnelles au cœur des médias sociaux.. Dossier d'actualité veille et analyses. 71, 2-22.
Hammond, S. P. (2013).  Enhanced eBooks and multimodal publishing: spitting games and making claims with multimodal data. Qualitative Research. 14(4), 442-458.
Downes, T.., Arthur L.., & Beecher B.. (2001).  Effective learning environments for young children using digital ressources : An Australian perspective. Childhood Education Annual. 1(1), 139-153.
Miller, C., & Bartlett J. (2012).  Digital fluency : towards young people’s critical use of the Internet. Journal of Information Literacy. 6(2), 35-55. (525.86 Ko)
Bilal, D. (2000).  Children's use of the Yahooligans! Search engine. I. Cognitive, physical and affective behaviors on fact-based search tasks. Journal of the American Society for Information Science and Technology,. 51(7), 646-665.
Bilal, D., & Bachir I. (2007).  Children's interaction with cross-cultural and multilingual digital libraries: I. Understanding interface design representations. Information Processing and Management.
Hirsh, S.. G. (1999).  Children’s relevance criteria and information-seeking on electronic resources. Journal of the American Society for Information Science. 50(14), 265-283.
Reuter, K. (2007).  Assessing aesthetic relevance: Children's book selection in a digital library. Journal of the American Society for Information Science and Technology. 58(12), 1745-1763.
Article de journal
Walsh, M. (2008).  Worlds have collided and modes have merged : Classroom evidence of changed literacy practices. LiteracyLiteracy. 42, 101-108.
H. Alim, S. (2009).  Translocal style communities : Hip-hop youth as cultural theorists of style, language and globalization. Pragmatics. 19, 103-127.
Walsh, C. (2008).  Teaching literacy in the new media age through the arts. (Lowe, K., Ed.).Literacy Learning : The middle years, a journal of the Australian literacy educators association. 16, 8-17.
Octobre, S. (2009).  Pratiques culturelles chez les jeunes et institutions de transmission : Un choc des cultures?. Culture Prospective, par DEPS. 1, 1-8.
Gude, O. (2013).  New school art styles : The project of art education. Art Education, the Journal of the National Art Education Association. 6-15.
Caronia, L. (2005).  Mobile culture : An ethnography of cellular phone uses in teenagers' everyday life. Convergence : The International Journal of Research into New Media Technologies. 11, 96-103.
Peppler, K. A. (2010).  Media arts : Arts education for a digital age. Teachers College RecordTeachers College Record. 112, 2118-2153.
Poveda, D. (2012).  Literacy artifacts and the semiotic landscape of a spanish secondary school.. Reading Research QuarterlyReading Research Quarterly. 47, 61-88.
Hersent, J-F. (2003).  Les pratiques culturelles adolescentes : France, début du troisième millénaire. Bulletin des bibliothèques de France. 3 - Les Adolescents, 12 - 21.
Gauthier, M., Boily C., & Duval L. (2001).  Les modes de vie et les pratiques culturelles des jeunes, homogénéisation de la culture et individualisation des pratiques?. Loisir et société. 24, 431 - 451.
Roy, R. (2009).  Les 12-24 ans : utilisateurs extrêmes d’Internet et des TI. CEFRIO. 7, 3-5.

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