All the chapters in this book have focused on issues specific to the field of literacy in several school settings. Although a diversity of methodological choices and populations distinguish the projects presented, researchers faced challenges and had to use different means to foster appropriation and dissemination of the results before, during or after the research. What brings researchers together here is their commitment to this dissemination and appropriation, which for them constitute research stages of equal importance to all others.

In the action research projects presented, for example, some researchers have succeeded in developing a common ground for exchanges and risk-taking with practitioners. To achieve this, they proposed the study and implementation of new practices, creating a desirable imbalance. The latter demonstrated openness and trust, making it possible to compare ways of doing things and new knowledge with pre-existing practices, without completely disrupting existing practices, beliefs and models. It is a productive space where the knowledge and practices of yesterday, today and tomorrow are intertwined. In this respect, it seems that the difference in status is not experienced as an obstacle, but rather as an exchange of professional skills that enriches all actors. This is undoubtedly what appears to be a common vector for all the work presented here.

The question of dissemination after action research also arises. How then to transmit material and approaches resulting from a long-term construction with practitioners, coming from a specific context, to environments that will not benefit from support, precious moments of exchange, feedback on practice, specific theoretical training related to the project ? How can we make the sequence of actions that have led to interesting results understandable to teachers, principals and decision-makers who have not participated themselves? How can we offer objects from research projects (materials, videos, fact sheets, tests, etc.) that will be well understood and not distorted? The authors of this book have raised questions in this regard.

Other researchers have been challenged by the dissemination of their results after seeing their potential for the school environment. However, since it is difficult to predict the relevance of all research results, it is often with few resources, but at the cost of unsuspected efforts, that researchers commit themselves to finding ways to disseminate their research results. This is a rewarding step for a researcher, as teachers and other school stakeholders then recognize the work being done and express their enthusiasm. The researchers invited to write chapters in this book have all implemented ways to take a step towards practitioners, out of conviction, a sense of duty or even an attachment to the practice environment.

Although these actions are unfortunately still not highly valued by the academic community, these researchers have no hesitation in undertaking them. Moreover, these dissemination initiatives sometimes generate sustained requests from schools, which see a training opportunity that meets their needs. Thus, some conferences or popular articles are transformed into training resources and support new environments, another form of dissemination and unforeseen appropriation when the project starts. Similarly, it seems that educational and didactic works written by researchers are highly appreciated by teachers, as a way of shaping professional experience and research for practitioners, with the certainty that these texts are intended primarily for them. They can therefore refer to them over a long period of time if necessary.

This book represents the first attempt to bring together researchers around issues aimed at the dissemination and appropriation of their work. Although they generally know each other through their presentations and writings, these researchers had never taken the time to discuss the challenges, issues and solutions they consider when addressing these issues. Let us hope that this will continue with the aim of mutual professional development.

Conclusion written by Sophie BRIQUET-DUHAZÉ and Catherine TURCOTTE.

2018

FABRE Renaud, BENSOUSSAN Alain, in collaboration with COLLIN Lucile, BLANQUART Marie, RICHOU Louki-Géronimo

The Digital Factory for Knowledge: Production and Validation of Scientific Results

2016

FABRE Renaud, in collaboration with MESSERSCHMIDT-MARIET Quentin, HOLVOET Margot

New Challenges for Knowledge: Digital Dynamics to Access and Sharing