000			01529cam a2200229 4500500
005			20250121140505.0
041			_afre
042			_adc
100	1	0	_aBros, Frédérique _eauthor
245	0	0	_aBecoming E-Literate: What can be Done to Provide Access to the Written Word in the Digital Era?
260			_c2015.
500			_a43
520			_aThis article aims to contribute to our knowledge of how individuals confronted with the problem of illiteracy gain access to the written word in a contemporary context characterized by the widespread use of ICT. In exploring the concept of “digital literacy,” which reflects current transformations of the written word, we seek a better understanding of new modes of writing and emerging practices of augmented communication. More specifically, this work focuses on the process by which adults develop writing skills. We bring together theoretical perspectives and data gathered from ongoing monitoring of instructional practices implemented in basic adult vocational training, in order to identify mechanisms that support or hinder the development of “e-literacy.”
690			_aadult vocational training
690			_ainstrumented writing practices
690			_agraphic reason
690			_adigital literacy
690			_aaccess to knowledge and the written word
690			_a e-literacy
786	0		_nSavoirs | o  38 | 2 | 2015-11-15 | p. 73-90 | 1763-4229
856	4	1	_uhttps://shs.cairn.info/journal-savoirs-2015-2-page-73?lang=en&redirect-ssocas=7080
999			_c580767 _d580767