Les ressources en éducation aux médias et à l’information à destination des enseignants du CLEMI : quelle(s) médiation(s) des savoirs ?

Abstract

Teachers rely, in their daily professional practice on resources, which help them prepare and enrich their lectures. In this article, we study institutional media and information literacy resources produced for them. If many private and public actors take part in their production (Frau-Meigs et al., 2014), the CLEMI, an organ of the French Ministry of Education, is their main provider. What is their role in the mediation of knowledge about the media? What discourses and values do they carry? The study of the brochures “Éducation et medias, on apprend !”, from 2010 to 2019, will allow us to answer those questions. These brochures are manifold: they are definitional resources (defining the perimeter of media and information education), and also educational resources. These describe “turnkey” sequences to be carried out in the classroom in primary and secondary education; they aim to facilitate the handling of media and information education, anticipating the fears and obstacles encountered by teachers. They also provide a framework for the media field, promoting journalistic information. Through them, we can observe the role of CLEMI in the mediation of knowledge: it selects, organises and rewrites information about the media in order to transmit it to teachers, thus adapting “learned” knowledge to the reality of the school context and to the needs of the institution.

Keywords

• media and information education
• educational resources
• mediation of knowledge