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Electronic Communication

Political, Social and Educational uses

Edited By Sami Zlitni and Fabien Liénard

Whether they are citizens or political, client or company, learner or teacher, men now converse with a variety of stakeholders by using ICT. All these electronic tools promote uses and practices which give them considerable power of speech, strong freedom of expression and choice. So each of us participates actively, wherever we are and whenever we want, in the construction of «new intermediate spaces» making permeable classical border from public to private space.
All this justifies this collective work that proposes to examine electronic communication from various angles. Thus, twenty-three researchers were involved in the drafting of the nine chapters of this volume we introduce, in collaboration with Marina Haan. The transcription of an Yves Winkin conference contextualizes it. This conference took place in June 2014 and was held on the occasion of an international conference on Electronic Communication, Cultures and Identities. The chapters proposed here are not answers but insights from experience and research worldwide. The chapters are grouped into two main parts: ICT and political communication and Education, identity and electronic communication. Two parts which ultimately correspond to areas that use electronic communication with various initial communication objectives.
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The pedagogies of the future: through young people’s eyes in storytelling experiences with the digital in Finland and Greece


In search of digital pedagogies

Social media create spaces where young people produce content, publish image-based artifacts, and participate in text-based discussions. The increasing appearances of video-sharing sites (e.g., You Tube) and photo-sharing sites on the Web and the fact that social networks (e.g., Facebook and Twitter) nowadays support and encourage moving and still image broadcasting and sharing indicates a fundamental shift for human social communication. The stronger focus on visuals gives way to communication artifacts that bring together semiotic systems and codes of movement and change that are not occurring on the basis of a linguistic system, exclusively. In this way, by allowing a different ‘language’ to come up through image-based practices for movement and change, social media seem to create another space. When social media are used for pedagogy and learning with image-based practices, it is in that new space where pedagogy can transform. The primary question now seems to be whether this kind of transformation is feasible and, if it is, what it entails.

One way to look at pedagogy is to think about its structural components. What variables do we need to consider before we are able to delineate a pedagogical space, an area where individuals gather in order to learn, develop identities and grow? As Simon (1988) argues, a comprehensive view of pedagogy would include the integration of particular curriculum content and design, classroom practices and techniques, time and space for the practice of strategies and techniques, and evaluation...

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