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Abstract :
[en] The production of audiovisual archives by dedicated organizations such as INA (France) or RTBF-SONUMA (Belgium), coupled with their editorialization in online repositories, has created new opportunities for producing learning materials in a context of increased knowledge circulation through digital devices (Seurrat 2025). While the use of archives related to history and cultural heritage seems to be well established in the educational field (eg., Annet 2025), their transformation into learning materials for media education should be examined, particularly when media organizations are positioned as actors in this field through educational resource platforms. By analyzing a corpus of archives produced by the Belgian public service RTBF-SONUMA, transformed into educational resources through the platform e-classe for trainers and teachers in French-speaking Belgium, we intend to address to the following questions: What processes are involved in the production of learning materials suitable for formal education, on the basis on audiovisual archives from a public service that were not originally created for this purpose? More specifically, how is this audiovisual archive transformed into a resource available on a platform dedicated to the educational community? Through what operations of cutting, remixing, or adaptation, and through which pedagogical, authoritative, or institutional mediation?
Considering the platform e-classe, it appears that, on the one hand, learning materials with the mention of RTBF-SONUMA as a producer constitute not far that an half of the whole resources available, while, on the other hand, they represent more than a third of resource for media education. While e-classe intends to be a platform for creating and sharing learning materials with validation (institutional and/or by peers), this significant representativeness raises several questions, such as motivations (i.e., cost issues), the link with learning outcomes in media education (targeted competencies, anticipated role of media production in a didactic scenario, etc.), and the material transformation of the original archive into learning material (by defining extracts, focus, adding metadata, etc.).
Our method will rely on qualitative analysis of platforms as devices of intermediation, coping with educational issues (Bullich 2018; Carton and Tréhondart 2020), combined with a corpus analysis focusing on series such as “television news” (extracts, 34 items) or “Questions à la Une” (full episodes, 3 items). This kind of approach aligns with established research methods in the field of media education, as it considers learning materials not only as supports for the learning process, but also as prescriptive discourses that provide information on the representations associated to media education as a discipline and the targeted outcomes (Fastrez and Landry 2023, 221). From this point of view, our hypothesis is that audiovisual archives from the public service are assigned the value of providing educational materials to address socially acute questions, or controversial issues, in a school context, thereby emerging as an authority in formal education that should be discussed.
References :
1. ANNET, Kakembo Aisha. 2025. « Reimagining History: The Role of Digital Archives in Education ». Eurasian Experiment Journal of Humanities and Social Sciences (EEJHSS) 7 (1): 8‑15.
2. BULLICH, Vincent. 2018. « La « plateformisation » de la formation ». Distances et médiations des savoirs. Distance and Mediation of Knowledge 2018 (21): 21. https://doi.org/10.4000/dms.2096.
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5. SEURRAT, Aude. 2025. Savoirs en circulation : Les ressources d’éducation et de formation à l’ère numérique. Abrégés. ISTE Editions.
