Sharing reading experiences with academic blogs and forums at high school
In secondary education, blogs may be considered as extensions of literature classes through the exchanges between student readers. Such blogs offer both innovative learning situations and useful traces to track learning effects. This article will comment upon the findings of a study addressing asynchronous exchanges aimed at the training of secondary education students as literature readers. Moreover, the evolution of subjective readings through sequences of online publications will be analyzed. The categorisation of the students’ asynchronous writing will be informed by the presentation of a theoretical framework interlinking the notions of reader’s text (texte de lecteur) (Mazauric, Fourtanier & Langlade, 2011) and reading text (texte de lecture) (Trouvé, 2011). The results obtained through the analysis of two corpuses of posts written by 11-year-old students distinguish between, on the one hand, the progressions of the students’ feedback on their reading experiences and, on the other hand, the evolution of the interpretations they suggest.