Digital and multimodal reading: towards a new requirement in the learning paradigm

Abstract

Although reading has always been and remains, notwithstanding the medium, an experience of building one’s relationship with oneself and the world, the new digital literacy introduces a different lectoral regime, in a diverse and constantly changing global context, as we will see in this analysis. Our initial question is: does the reformation, in a digital context, of the various media of communication imply a reconceptualization of the very idea of reading? In other words, could the new formatting of information lead to the emergence of both new knowledge and new behaviours in digital reading? In fact, digital technology, in teaching, makes it possible to develop

new configurations of digital reading, educational materials and new productions. As a result, technological media and their tools open new learning spaces and new pedagogical uses. Therefore, there are many opportunities to develop specific intellectual and practical skills that will be useful for so-called digital reading. Starting from a personal experience conducted with my 3rd year French students of the University of M'sila. The experiment was carried out with 45 students. The survey compared print and screen reading. Analysis of the results shows that digital technology introduces new reading contracts because there are changes in the conditions of manipulation of the text and there are many opportunities to develop specific intellectual and practical skills that will be useful for so-called digital reading.