The term littéracie, recently introduced in France, is an adaptation of the anglo-saxon concept. It is in some cases a term used to cover diverse aspects of writing instruction (Barré-deMiniac, 2003, p. 6). F. Grossman has carried out the most thorough research about littéracie in this sense. But the field of the didactique du français remains by and large unconvinced about its research benefits. Y. Reuter suggests in 2003 that the term should be adopted only if it will fill a theoretical gap (20). He does highlight, however, the ways the term allows us to reframe the activity of reading in a larger group of linguistic-cultural competencies, and to draw on a large number of fields of reference (14), including among others linguistics, sociology, psychology, and literary criticism. For others, literacy with just one “t” relates to the graphic and orthographic aspects of writing, including the scriptural practices linked to technology (see for example work by Jaffré and David).
edit Litteracie
