Le héros éphémère sur la scène facebookienne

Gozlan, Angélique

doi:10.3917/top.126.0051

Cited by 6 publications

References 16 publications

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Ephemeral identities, blurred geographies, and social media in twenty-first-century French fiction: a reading of Licorne by Nora Sandor and Un amour d’espion by Clément Bénech

Sapino

2021

Neohelicon

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While digital tools and platforms have become part of our everyday life, authors of fictional narratives voice the emerging hopes and fears resulting from interactive digital media. In this paper, I analyze two recently-published French novels, namely Un amour d’espion by Clément Bénech (2017) and Licorne by Nora Sandor (2019), in terms of how social networks affect in new ways the processes whereby identity is built and negotiated. Both novels focus on characters whose development as human beings is prevented by the contrasting illusions of ephemerality and digital hypermnesia. I show that the way characters use social media entails a sense of virtual disembodiment that shapes their perception of their physical bodies and surrounding spaces. I also argue that their online activity as represented in the novels invites reflections on the archival values of images and on social networks as fragmentary repositories of the self. In conclusion, I discuss how issues of ephemerality and disembodiment affect narrative choices in both novels.

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Ephemeral identities, blurred geographies, and social media in twenty-first-century French fiction: a reading of Licorne by Nora Sandor and Un amour d’espion by Clément Bénech

Sapino

2021

Neohelicon

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Cyberbullying and mental distress among adolescents in secondary school: Tunisian cross sectional study

Touhemi,

Maryam,

Khaoula

et al. 2024

Preprint

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Purpose: Ours study aimed to describe the characteristics of adolescents who are victims of cyberbullying and to evaluate the psychological state of these victims. Methods: This is a cross-sectional, descriptive, and analytical study conducted with a representative sample of adolescents attending 6 schools in the Sfax region during the month of February 2022. The pre-established form containing socio-demographic and family information was used. Cyberbullying was assessed using the "Cyber-Harassment Student Survey". Mental distress was evaluated using the Depression Anxiety Stress Scales (DASS-21), validated in Arabic. Results: Data was collected data from 396 adolescents, of which 54.8% were female. The average age of participants was 16.65 years. Cyberbullying was reported by 47% of the surveyed adolescents. Factors associated with cyberbullying in these adolescents included residing in urban areas (p = 0.017), experiencing relational problems with parents (p = 0.001) and siblings (p = 0.002), the presence of behavioral problems in school (p = 0.009), and low academic performance (p = 0.000) Among cyberbullying victims, 41.3% reported moderate to severe depressive symptoms; 47.8% had moderate to severe anxiety levels, and 29.5% had moderate to severe stress levels. Cyberbullying was strongly correlated with depression (p < 0.0001), anxiety (p = 0.00), and stress (p = 0.00). Conclusion: The results of this study indicate that cyberbullying is widespread within schools and has negative consequences on the mental health of young individuals. Recognizing this prevalence is essential and calls for a prevention strategy against cyber-related issues.

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Pourquoi certains enseignants désertent-ils Facebook ?

Damani¹

2019

Cliopsy

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L’objet de cet article est de comprendre les pratiques enseignantes sur les réseaux sociaux. À partir d’observations de pages Facebook ainsi que des entretiens réalisés entre 2010 et 2018, deux éléments semblent importants à étudier. D’une part, l’abandon partiel ou total des pages Facebook de la part de certains enseignants, et d’autre part, l’effet de « butinage » que l’on peut repérer chez d’autres. De plus, sur Facebook, je fais l’hypothèse que l’enseignant imagine que le fait d’extérioriser certains éléments de la vie intime sur les réseaux sociaux lui permettra de mieux les intérioriser à travers les réponses renvoyées par les différents usagers. Cependant, le réseau social Facebook le lui permet-il ? Comment est perçu le regard sans retour (pas de commentaires aux messages publiés) ? En outre, quel est l’impact d’un climat a-conflictuel sur la construction de l’identité de l’enseignant ? L’enseignant pourra-t-il avoir l’impression d’être un « héros éphémère » ?

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Le héros éphémère sur la scène facebookienne

Cited by 6 publications

References 16 publications

Ephemeral identities, blurred geographies, and social media in twenty-first-century French fiction: a reading of Licorne by Nora Sandor and Un amour d’espion by Clément Bénech

Ephemeral identities, blurred geographies, and social media in twenty-first-century French fiction: a reading of Licorne by Nora Sandor and Un amour d’espion by Clément Bénech

Cyberbullying and mental distress among adolescents in secondary school: Tunisian cross sectional study

Pourquoi certains enseignants désertent-ils Facebook ?

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