online education

what are the inventive and didactic questions? (TIPA Journal, No. 39)

call for papers

Interdisciplinary work on speech and languageNo. 39, 2023

Discourse, literacy and digital literature: what creative and didactic questions?

Coordination: Christelle COMBE (University of Aix-Marseille, LPL) & Isabelle CROS (University of Aix-Marseille, LPL)

The TIPA Journal is a magazine freely available on the online journal platform “OpenEdition Journals” and no filing or publication fees. The evaluation process is a double-blind evaluation by a scientific committee, the composition of which is given below.

A civilizational shift at least as important as writing and printing marked the end of the 20th centurye century and early 21e Century: Individuals are now evolving in an interconnected digital world (Douehi, 2008). In these new technological environments, natively digital discourses exhibit specific characteristics that Paveau defines in his Lexicon of digital discourse analysis :

Online, they are composite (made up of language and technology), delinearizable (through hypertext links), relational (each online statement is linked to another statement, device, and internet user), investigable (consequence of relationality and the algorithmic structure of the web), unpredictable (sequence of composition and relationality), and extensible (due to the participatory nature of the web and tools for collective writing) (2017:335).

Digital literacy training (Caws, Hamel, Jeanneau, Ollivier, 2021) is therefore an important educational and social issue, as is the development of a European Framework for Teachers’ Digital Competence (DigCompEdu[1]) of the Science and Knowledge Service of the European Commission (Punie/Redecker, 2017) and the Digital Competence Framework[2] (2019) prepared by the French National Education based on the European model. Generally closely linked to digital citizenship (Mrs. Meigs, 2017), digital skills training too often neglects the creative dimension, with civic education taking precedence over artistic awareness. However, for more than thirty years, digital literature has evolved until it has become a real cultural phenomenon (Vitali-Rosati, 2015), with its own technogenres that strive to exploit certain features of the digital discourse, multimedia dimension, interactivity ( Bouchardon, 2008; Saemmer, 2010). These works are listed in extensive databases: in the United States, in the Directory of organization of electronic literature[3] ; in Canada, the Directory of Hypermedia Arts and Literature[4] ; and in France in the recent Weblitt platform (ANR LIFRANUM[5]) is dedicated to native digital French-language literature.

Even though research and creation in this field of study are organized around international events (Cycle of New Writing Conferences, BNF; festivals like thisEuropean Poetry FestivalWhere New York Poetry Festival) and that they arouse interest, as evidenced by the number of articles and dissertations devoted to her (Bouchardon, 2014; Clément, 2001; Ghliss, 2020; etc.), it is clear that few French journals have dedicated a number to her . However, reference may be made to the following more recent volumes:

  • language and society, No. 167/201 Edited by Marie-Anne Paveau “Native digital discourse. Associated Sociolinguistic Relationships »;
  • Lidl 63 | 2021 “Digital Competence and Didactics of Languages ​​and Cultures”, under the direction of Thierry Soubrié, Violaine Bigot and Christian Ollivier;
  • research and applications N°69 January 2021 “Language and digital practices: new benchmarks, new skills in language teaching”, coordinated by Sandrine Wachs and Corinne Weber.

We also cite the file Acta Litt & Arts No. 3 of June 30, 2017 “Literature Education with Digital Technology”, coordinated by Magali Brunel [6].

Issue 39 of the magazine Interdisciplinary work on LANGUAGE and language proposes an inventory of the state of research and the various works on discourse, literacy and digital literature from an epistemological, artistic, didactic and pedagogical point of view. In particular, the authors can answer the following questions (not exhaustively):

  • How and why should language learners and trainers be trained in digital discourse analysis?
  • How do you develop digital competence in learners and teachers?
  • How can digital literature be promoted for educational and training purposes?
  • How can digital literature be integrated into teaching and learning to improve language skills (FL1/FLE and other languages) and digital literacy in a creative process?
  • How does one research literature and digital creation (Leleu-Merviel, 2005) while practicing literature and digital creation?

Unpublished articles in French or English are expected. The interdisciplinary articles from different fields that seek dialogue (information and communication sciences, linguistics, philosophy, literature, didactics of French – FL1, FLE/S –, didactics of literature, sociology, anthropology, etc .) as well as multimodal articles, ie the Integration of images, audio or video with a hypertextual dimension and preference for an editorial version (Vitali-Rosati, 2015) of the text are particularly appreciated for publication in digital format. Research-creation approaches (Gosselin and Le Coguiec, 2006) are also welcome.

This edition aims to document creativity, artistic and pedagogical (Capron Puozzo, 2016) correlated with it in this rapidly evolving field and consider possible pedagogical applications.

Articles submitted to the TIPA journal are read and graded by the journal’s Reading Committee (see “Instructions for Authors” at The aim for each article is between 10 and 20 pages, i.e. approx. 35,000 – 80,000 characters or 6,000 – 12,000 words. The recommended average size for each post is around 15 pages. The file must be in .doc or .docx (Word) format. The authors are asked to provide an abstract of the article in the language of the article (French or English; between 120 and 200 words) and a long abstract of about two pages (in the other language: French if the article is in English) and vice versa), as well as 5 keywords in both languages ​​(French-English). Suggested articles must reach the journal TIPA before February 1, 2023 in electronic form to the following addresses: [email protected] and [email protected] and [email protected]


November 2022: 1stah request papers

February 1, 2023 : Article Submission (Version 1)

1ah April 2023: Return of the Scientific Advisory Board; Acceptance, change proposal (from version 1) or rejection

1ah June 2023 : Submission of the modified version (version 2)

July 15, 2023: Panel feedback (regarding the final version)

Winter 2023 : publication

references :

Audet, R (2015). Digital writing: Literary text understood as a process. routes. Literature, texts, cultures(2014-1).

Bigot, V., Ollivier, C., Soubrié, T., & Noûs, C. (2021). Introduction. — Digital competence, thinking about a cosmopolitan language education. Lidl. Journal of Linguistics and Language Didactics(63).

Bouchardon, S. (2014). The heuristic value of digital literature. Paris: Herman.

Brunel, M. & Quet, F. (2018). Imparting literature with digital technology. PIE Peter Lang.

Brunel, M. & Bouchardon, S. (2020). Teaching digital literature in French secondary school: an exploratory study. Research report on multimodal media literacy, 11.

Capron Puozzo, I. (ed.). (2016). Creativity in education and training. Theoretical and practical perspectives. Louvain-La-Neuve, Belgium: De Boeck.

Caws, C., Hamel, M-J., Jeanneau, C., & Ollivier, C. (2021). Language and digital competence training in open contexts – A socio-interactional approach. Editions of contemporary archives.

Clemens, J. (2001). Literature on the danger of the digital. digital document, 5(1-2), 113-134.

Doueihi, M. (2008). The great digital conversion. Paris: Threshold Paris.

Frau-Meigs, Divina, O’Neill, Brian, Soriani, Alessandro & Tomé, Vitor. (2017). Digital Citizenship: Analysis of Definitions, Actors and Frameworks. in the Digital Citizenship Education. Overview and new perspectives (Vol. 1, pp. 13-23). .

Gerbault, J (2012). digital competence. The new dimensions of writing in the 21st century. Research in the didactics of languages ​​and cultures. The Adlebooks, 9(9-2).

Ghliss, Y. (2020). From Emoticons to Photo Discourses: Technodiscursive Dynamics of Emotions in WhatsApp Interactions(PhD thesis, University Paul Valéry-Montpellier III).

Gosselin, P., & Le Coguiec, E. (2006). Research Creation: To understand research in artistic practice. PUQ.

Lacelle N, Boutin JF & Lebrun M (2017). Multimodal media competence in the digital context – [email protected]: Conceptual and didactic tools. PUQ.

Leleu-Merviel, S. (2005). Digital Creation: Typeface-Interactive Experiences. Hermes Science Publishing, Lavoisier.

Paveau, M.-A. (2015). “What is written in digital universes”, routes [En ligne], 2014-1 | 2015, published January 12, 2015, consulted October 19, 2021. URL:; DOI:

Paveau, MA (2017). Digital Discourse Analysis. Dictionary of Forms and Practices. Herman (editions).

Paveau, MA (2017). “Discourse genre and discursive technique”, Work out [En ligne], 157-158 | 2013, published December 18, 2017, consulted October 14, 2022. URL:; DOI:

Punie, Y., Editors, Redecker, C., European Framework for the Digital Competence of Educators: DigCompEdu, EUR 28775 EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-73718-3 (print ),978-92-79-73494-6 (pdf), doi:10.2760/178382 (print),10.2760/159770 (online), JRC107466.

Sämmer, A. (2010). Reading digital literature at university: two pedagogical situations. Ela. Studied applied linguistics(4), 411-420.

Vitali-Rosati, M. (2015). Is there digital literature? Digital studies = The digital area, 6(1).

Scientific Committee :

Violaine Bigot Camille Bloomfield Gilles Bonnet Philippe Bootz Serge Bouchardon Marco Cappellini Isabelle Cros Christelle Combe Christine Develotte Yosra Ghliss Marc Jahjah Nathalie Lacelle Nadja Maillard Christian Ollivier Marie-Anne Paveau Jean-Marc Quaranta Thierry Soubrié Caroline Vincent Marcello Vitali-Rosati







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