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For more information, please, click on that link: Séminaire Lodovica Braida
]]>Gustavo Gomez-Mejia, Université François Rabelais (CITERES, Tours)
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Delegates from ten European countries gathered in Le Mans last month for Workshop ANR P-RECIHC (Reading in Europe: Contemporary Issues in Historical and Contemporary Perspectives). The presentations covered everything from data management to censorship, translation, and computer gaming. In between sessions, the networking continued over coffee, lunch, and dinner at Takayanagi restaurant. On Saturday night, the group had a chance for informal conversation during a stroll around the stunning Cathedrale de Saint-Julien de Mans and cocktails on a rooftop terrace overlooking the Cité Plantagenêt. Who knew that the Le Mans nightlife rivalled Paris? On the final day, a reception organized by the University sent the guests back to their home countries with the taste of Le Mans’ famed white wine on their lips.
]]>Public reports show that information and communication technologies (ICTs) challenge traditional reading and learning habits in ways that lead to social divisions. As people read less printed material, a socio-economic and generational gap emerges between digital natives with limited attention spans and critical reading-skills, and expert readers who combine traditional and digital reading.
Europe wields immense cultural influence through its educated readership, international stature of its publishing industry and an editorial diversity largely supported by fixed book prices. But new devices (audiobooks, e-books, tablets,) are reshaping the roles of authors and publishers inspiring new commercial strategies and creating new experiences for readers, who are confronted with texts in multiple versions and formats.
As anticipated by Donald McKenzie in Bibliography and the sociology of texts (Cambridge University Press, 1984, pp. 70-71), a 1984 founding book for both historical and contemporary Book and Reading studies at large, the digital revolution entices an era and cultural literacy in which “ we do not buy the book so much as the time in which to read it. With new forms of text, we buy, in bulk, the reading, viewing, or listening time in the form of an entrance fee to the cinema, a hiring fee for the disc or video {…}, or we pay an access fee for the information in a data bank.”
Indeed, despite assumptions that “reading is both an unnatural, non-innate, and highly artificial activity of the mind-brain” (A. M Jacobs, “Towards a neurocognitive poetics model of literary reading”, 2014), contemporary cultural and social practices seem to highlight a renewed definition of reading beyond its traditional one of acquired text and even image reading proficiency. MiladDoueihi (The digital Culture, 2008) and in a recent oral address (Université du Maine, Le Mans, May 2015) emphasizes “a powerful reading culture” that encompasses natural activities of the mind-brain (looking around, viewing, listening, playing..) that were not traditionally seen as “reading” and currently stem from the model and evolutions of games.
So one can see how the new paradigm of reading as a time related and customized activity resorting to multiple visible matter rather than purposefully written material, and implying a variety of reading practitioners, triggers an entirely new set of questions and potential endeavours for publishing industries of today. Eager to understand the market and the characteristics of their customers, they might benefit from the results which the whole range of research on publishing, reading and readership is able to provide about the buyers social (families, roles, status) characteristics and the cultural circumstances that surround them (e.g. as displayed in J. Travnicek surveys presented in Reading Bohemia, Akropolis, Prague, 2015);as well as about theireconomic, technological, political circumstances and their response to the overall marketing mix made available by publishers (as developed in A. Baverstock fifth edition of How to market books, Routledge, 2015).
Brigitte Ouvry-Vial, Université du Maine, France
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| MAY 27:
14:00 – 15:30 : Welcome –Membersrecap- Objectives, extantresearch and broadlines of actions (B. Ouvry-Vial) Break 16:00-18:30 : Databaseissues (1) (S. Towheed, F. Vignale, G. Michelin) SEE DATABASE session schedule 20:00 : Dinner(Takayanagi, le Mans) MAY 28 : 09:00-10 :30: Database issues (2) (S. Towheed, F. Vignale, G. Michelin)- SEE DATABASE session schedule Break 10:45-12:30 : Petr Pisa& Michael Wögerbauer- Summary on Europeancensorship issues ; WGS potential issues 12:30-13:50: Lunch Break (Informal discussion on potentialEuropean Cultures Master Program- F. Laurent ; S. Servoise); 14:00-16:00: Thematicsession(1)Reading as Playing–Case studies(F. Orestano ; N. Esposito ; MacuArmedillo) Break 16:30-18:00 : Thematic session (2)- Reading as Playing/ Gaming- Keynote(MiladDoueihi) and discussion 19:00 : Dinner (Takayanagi, Le Mans) MAY 29 : 09:00-10:30: H2020 criteria and demands (A. Sonntag) Guest-case study- Otherfundingpossibilities Break 10:45-11:30 : WG meetings or potential issues (adjacent lecture rooms, groundfloor) General Planning 11:40-12:30ClosingReception- Vice-Pdt for International Relations – CieLBldg on Campus The main objectives of the meeting are: – Reviewthe Action’s 2 main objectives (cf.submission file) – Assess a framework of collaboration (forum Apereo, WGs, Regionalclusters…) – IdentifyERC & National relevant extantresearch&research programs – Pinpoint relevant scientific and societalfocuses; – Planifycontributions to the Database and activitiesdirectlyrelated to the objectives.
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