Amélie Lemieux

Articles - revue avec comité de lecture (RAC)

• Lemieux, A. et Masson, S. (2022). When in doubt, map it out: Teachers’ digital storytelling researched through documentation. Canadian Journal of Learning and Technology / La Revue canadienne de l’apprentissage et de la technologie, 48(1).
• Ferguson, D. et Lemieux, A. (soumis 2022). Éclosions in literacy research: Rereading “Limits of the local”. Journal of Literacy Research.
• Scott, F. et Lemieux, A. (soumis 2022). Dis/comforting shelfies: Travelling literacies other-wise in disrupted times.. Digital Culture & Education.
• Lemieux, A. (2021). What does making produce? Posthuman insights into documenting relationalities in maker education for teachers. Professional Development in Education, 47(2-3), 493-509. https://doi.org/10.1080/19415257.2021.1886155
• Lemieux, A. (2021). Antidualisms in maker literacies research: Technological processes, materialities, mappings. Éducation & Didactique, 15(1), 9-21. https://doi.org/10.4000/educationdidactique.7996
• Lemieux, A. (2021). M/edia/tions : assises théoriques relatives aux questions d’équité, de diversité, d’inclusion et d’accessibilité (edia) pour l’enseignement de la littérature avec le numérique. Revue de recherches en littératie médiatique multimodale (R2LMM), 14. https://doi.org/roduite
• Lemieux, A. et Thériault, V. (2021). W(e)aving: When maker literacies and diffraction collide. Studies in the Education of Adults, 1-17. https://doi.org/10.1080/02660830.2021.1921446
• Sheridan, M. P., Lemieux, A., Do Nascimento, A. et Arnseth, H. (2020). Intra-active entanglements: What posthuman and new materialist frameworks can offer the learning sciences. British Journal of Educational Technology, 51(4), 1277-1291. https://doi.org/10.1111/bjet.12928
• Rowsell, J., Lemieux, A., Swartz, L., Burkitt, J. et Turcotte, M. (2018). The stuff that heroes are made of: Elastic, sticky, messy literacies in children's transmedial cultures. Language Arts, 96(1), 7-20.
• Barton, G., Lemieux, A. et Chabanne, J.-C. (2018). Exploring the arts and literacy in curriculum: A cross-cultural comparison of Australia, Canada and France. Australian Art Education, 39(1), 50-68. https://hal.archives-ouvertes.fr/hal-01839533
• Lemieux, A. (2017). In-class film-viewing for empathy development in higher education. Canadian Review of Art Education, 44(1), 64-73. https://crae.mcgill.ca/article/view/9/80
• Lemieux, A. et Lacelle, N. (2016). Mobilizing students’ interpretive resources: A novel take on subjective response in the literature classroom. Language and Literacy / Langue et littératie, 18(3), 50-68. https://www.researchgate.net/publication/314271455_Lemieux_A_Lacelle_N_2016a_Mobilizing_students'_interpretive_resources_A_novel_take_on_subjective_response_in_the_literature_classroom_Language_and_Literacy_183_50-68
• Lemieux, A. (2016). Moments de réception en lecture et en spectature : Le cas d’Incendies au CÉGEP. Revue de recherches en littératie médiatique multimodale (R2LMM), 3(numéro thématique). https://doi.org/10.7202/1047125ar
• Lemieux, A. et Lacelle, N. (2016). Approches transactionnelle, subjective, et phénoménologique en didactique de la lecture. Myriades : Revues d’études francophones, 2(1), 14-28. https://www.researchgate.net/publication/326398835_Lemieux_A_Lacelle_N_2016b_Approches_transactionnelle_subjective_et_phenomenologique_en_didactique_de_la_lecture_Myriades_Revue_d'etudes_francophones_21_14-28
• McLarnon, M., Wiebe, S., Richardson, P., Balsawar, V., Binder, M., Browning, K. et al. (2016). The school bus symposium: A poetic journey of co-created conference space. Art Research International: A Transdisciplinary Journal, 1(1), 141-173. https://doi.org/10.18432/R2QP4W

Livres

• Lemieux, A. (2020). De/constructing literacies: Considerations for engagement. Peter Lang.
• White, B. E. et Lemieux, A. (2017). Mapping holistic learning: An introductory guide to aesthetigrams. Peter Lang.

Chapitres de livres / contributions à un ouvrage collectif

• White, B. E., Lemieux, A. et Émond, A.-M. (2023). On recruiting aesthetic experience: A trioethnography of the affordances and limitations of teaching (with) the arts and literature in a pandemic year. Dans M. Carter, S. Hashem et H. Mreweid (dir.), Making Connections in and Through Arts-Based Educational Research (Volume 5). Pays-Bas. Springer.
• Lemieux, A., Johnston, K. et Scott, F. (2022). Attending to our response-abilities: Diff/reading data through pedagogies of the other-wise. Dans C. Bailey et e. al (dir.), Unsettling Literacies: Directions for Literacy Research in Precarious Times. (pp. 67-81). Singapour. Springer.
• Lemieux, A. et Beaton, E. (dir.) (soumis 2022). Defining artful literacies: Adolescent affects, belonging, and cross-sectorial creativity in the arts. Dans B. E. White, A. Sinner et T. Osler (dir.), Artful Xchanges: Propositions for Museum Education. Bristoll Intellect.
• Lemieux, A. et White, B. E. (dir.) (2021). Walking with wonder: Attunement to the senses and relationality in photographic inquiry. Dans H. Mreweid, M. Carter et C. Mitchell (dir.), Art as an Agent for Social Change. (pp. 97-106). Boston, Maine. Brill-Sense. https://doi.org/DOI: 10.1163/9789004442870_010
• Sinner, A. et Lemieux, A. (dir.) (2021). Maker research: A proposition of thinking-with maker culture as slow scholarship. Dans H. Stehlíková Babyrádová et B. Rozbořil (dir.), Connection-Contact-Community. (pp. 27-49). Prague. Dokořán Publishing.
• Lemieux, A. et Rowsell, J. (dir.) (2020). Crafting stories and cracking codes in a Canadian elementary school. Dans C. McLean et J. Rowsell (dir.), Maker Literacies and Maker Identities in the Digital Age. Learning and Playing Through Modes and Media. (pp. 187-205). New York. Routledge.

Rapports de recherche

• Lemieux, A., Simmonds, E., Boyle, L. et Hook, C. (2021). Working towards Equitable, Diverse, and Inclusive Future Professions in the Digital Economy. Québec. Conseil de recherches en sciences humaines du Canada, Subvention de synthèse des connaissances.
• Lemieux, A., Wood, C. et Beaton, E. (2021). MacPhee Centre for Creative Learning Program Assessment Report. Partenariat avec CLARI et le Centre MacPhee.