Theodora Balmon is a library curator, trainer, teacher and researcher in educational sciences at the Université du Québec à Montréal, Canada, and the Université de Corse Pasquale Paoli, France.Bruno Garnier is a Professor at the Université de Corse Pasquale Paoli, France. His research interests focus on educational policy issues in the era of globalization, the history of political rhetoric in education and the democratization of education.

• Presentation of the Authors xiIntroduction xviiBruno Garnier and Theodora BalmonPart 1 The Cultural Spaces of Knowledge 1Introduction to Part 1 3Régis MaletChapter 1 Local Educational Community and New Knowledge Sharing 5Sylvie Condette1.1 Working together: local resources to mobilize 61.1.1 General context of the action 71.1.2 Personalizing the relationship: a useful first step, but not enough 81.1.3 Open and strengthened consultation, at the service of families and children 91.2 Collaboration in action: initiating new know-how 101.2.1 Joint actions 101.2.2 Continuous redefinition of objectives and activities 111.2.3 Change of mindset and values to promote 121.3 Effects of collaborative work 131.3.1. Effects in terms of categorical rapprochement and interprofessionality 131.3.2 Systemic effects on the environment 151.4 Conclusion: towards the construction of a local educational community 151.5 References 16Chapter 2 Expanding Roles for Community Institutions: US Public Libraries as Community Health Partners 19Mary Grace Flaherty2.1 Background 192.2 US public libraries and health 212.3 Shifting missions and responsibilities 212.3.1 Health information providers 222.3.2 Pandemic response 232.3.3 Seizing opportunities 242.4 Final thoughts 262.5 References 26Chapter 3 Regarding the School Form: Critical Reflections 29Pierre Kahn3.1 Thinking about the school form 293.2 Historicity of the school form 303.3 Transhistorical continuity 343.4 School form and democratic form of socialization, historicity versus continuity? 363.5 Conclusion: the concept of school form, a useful concept? 373.6 References 38Part 2 Museums and the School Form: What are the Interactions? 41Introduction to Part 2 43Anik MeunierChapter 4. The Transmission of Technical Culture in France in the 19th Century via Collections of Objects 49Géraldine Barron4.1 Crossed histories 504.2 Conservatoire des arts et métiers 504.3 Musée naval 524.4 Collections and audiences: outline of a differentiated transmission 544.5 Conclusion 584.6 References 60Chapter 5 The Musée de la Corse and the Citadelle de Corte, Experimentation of Museum Mediation in the Service of a Shared Future 63Marion Trannoy Voisin5.1 Museum geography in Central Corsica 635.2 Landscape inscription 655.3 Change of destination 685.4 Patrimonial territory 695.5 Impacts 725.6 Example of active and citizen museology 735.7 References 75Chapter 6 Institutionalization of Passion Instead of Competence 77Nathanaël Wadbled6.1 Introduction: leave your pupils to a guide 776.1.1 Guides’ response to teachers’ demands 776.1.2 Method and fieldwork: participant observation in a tourist office 786.2 Competence of the guides in addition to that of the historians 806.2.1 Extracurricular practice of a patrimonial space 806.2.2 Guiding to make people see and understand 826.3 Passing an anti-scientific discourse on history 836.3.1 Replacing the historical discourse with another 836.3.2 Misunderstanding with teachers 856.4 Institutionalization of passion instead of competence 866.4.1 Passion as the praxis of history 866.4.2 Critical thinking as respect for tradition 876.4.3 An organization that favors an anti-historical practice 886.5 Conclusion: visiting a place of history in an age of mistrust of science 906.6 References 91Chapter 7 The Contribution of Museums in Non-formal Education and Cultural Transmission 95Anik Meunier and Camille Roelens7.1 Places of autonomy and hypermodern mediations 977.1.1 Resources of individual autonomy, or matter of mediation 987.1.2 Benevolent authority, or the way of mediation 997.2 Teachers: mediators in search of appropriate mediations? 1007.3 Conclusion 1037.4 References 105Chapter 8 Cultural Space, Digitization and Training in the Museum 109Corinne Baujard8.1 Context of the case study 1108.2 Presentation of the experimental project at the museum 1118.2.1 First report: enriching the museum’s relationship with its school audience 1118.2.2 Second report: preparing the school visit with the teachers 1128.2.3 Third report: art education and aesthetic relationships to art training with digital devices offered to pupils in the exhibition space 1148.2.4 Fourth report: the museum’s organization 1168.3 References 118Part 3 Reading and Cultural Mediation 121Introduction to Part 3 123Denise Gisele De Britto DamascoChapter 9 Developing New Teaching Practices for Reading and Writing in French Elementary Schools Involving Book Mediators 127Nathalie Bertrand9.1 What professional skills are expected? 1279.2 State of the art in initial training 1289.3 Cultural mediation practices in the master’s program 1309.4 Looking back on the experience: the students’ point of view 1329.5 New innovative pedagogical device to be tested: Fabulathèque 1349.6 Appendix 1359.7 References 137Chapter 10 Making Books Resonate: A Cultural Mediation Exercise Offered to Trainee Schoolteachers 139Pascale Gossin and Isabelle Lebrat10.1 Reading aloud in literature 13910.1.1 Jean-Jacques Rousseau and fellowship 14010.1.2 Émile Zola and the social gaze 14010.1.3 Jean-Paul Sartre and the entrance into reading 14010.2 School practice 14110.2.1 Past school practice 14110.2.2 Current school practice 14310.3 Putting in resonance 14410.3.1 Reasons for choosing the module 14510.3.2 Difference between foresight and reality 14510.3.3 Role of the schoolteacher 14510.3.4 Professional contributions 14510.3.5 Challenges 14610.4 Conclusion 14610.5 References 147Part 4 Informal Learning, Formal Learning, Hybrid Training 151Introduction to Part 4 153Sylvie CondetteChapter 11 Informal Adult Learning in Libraries: Between School Form and Popular Education? 159Theodora Balmon11.1 Library between school form and popular education 16111.1.1 In the filter of the school form 16111.1.2 Legacy of popular education 16211.1.3 Informal learning 16311.2 Methodology of the narrative survey 16411.2.1 Comprehensive paradigm 16511.2.2 Sample and exploratory interviews 16511.3 Findings 16611.3.1 Profile of survey participants 16611.3.2 Formal/informal duality 16711.3.3 Types of learning identified in the interviews 16711.3.4 Exchanges and socialization 16811.4 Discussion and conclusion 16911.5 References 170Chapter 12 The Construction of Boundary Objects: A Lever for the Transformation of the University Form 173Rana Challah and Geneviève Lameul12.1 Introduction: higher education at the heart of change 17312.2 Projet DESIR: contextual elements 17412.3 Theoretical framework 17512.4 Methodology 17812.5 Research findings and highlights 17812.5.1 First stage of the project: the co-situation 17812.5.2 Second stage of the project: cooperation 18012.5.3 Third stage of the project: co-production 18112.6 Discussion and conclusion 18212.7 References 184Chapter 13 Cultural, Curricular and Axiological Challenges of Training for the Education Profession in the Era of Globalization 189Régis Malet and Martine Derivry-Plard13.1 Introduction: the challenges of education and training in a globalized world 18913.2 Educating and training in a multilingual and multicultural world 19013.2.1 Education, training and languages: a heuristic alliance for the training of educators in a globalized world 19113.2.2 Dynamics of languages and disciplines contributing to training 19313.2.3 Plurilingual training and promotion of human diversity in education 19413.3 Training trainers for democratic education 19613.3.1 Content and value challenges for the promotion of intellectuals in action 19613.3.2 Cultural and curricular challenges in the production of transformative knowledge that promotes professional and civic commitment 19913.4 Conclusion: a plurilingual and pluricultural paradigm in teacher and trainer training to meet the democratic challenges of globalization 20213.5 References 204Chapter 14 The Emergence of Patrimonial Education in the Arganeraie Biosphere Reserve (ABR) in Morocco 211Salma Itsmaïl14.1 History of the school form 21214.2 Introduction of patrimonial education in the Moroccan school system 21314.2.1 Learning languages 21314.2.2 Citizenship education 21314.2.3 Self-directed learning 21414.2.4 Environmental education 21414.3 Poorly integrated patrimonial education 21414.3.1 Degree of patrimonial knowledge among pupils in Marrakech 21614.3.2 Degree of patrimonial knowledge among pupils in Agadir 21614.4 New school form to be tested 21714.4.1 Experience at the heart of learning 22014.5 Discussion 22114.6 References 222Conclusion 225Theodora Balmon and Bruno GarnierAppendix 241Alain JailletPostface 255Maurice Tardif†List of Authors 263Index 265

Theodora Balmon is a library curator, trainer, teacher and researcher in educational sciences at the Université du Québec à Montréal, Canada, and the Université de Corse Pasquale Paoli, France.Bruno Garnier is a Professor at the Université de Corse Pasquale Paoli, France. His research interests focus on educational policy issues in the era of globalization, the history of political rhetoric in education and the democratization of education.

• Presentation of the Authors xiIntroduction xviiBruno Garnier and Theodora BalmonPart 1 The Cultural Spaces of Knowledge 1Introduction to Part 1 3Régis MaletChapter 1 Local Educational Community and New Knowledge Sharing 5Sylvie Condette1.1 Working together: local resources to mobilize 61.1.1 General context of the action 71.1.2 Personalizing the relationship: a useful first step, but not enough 81.1.3 Open and strengthened consultation, at the service of families and children 91.2 Collaboration in action: initiating new know-how 101.2.1 Joint actions 101.2.2 Continuous redefinition of objectives and activities 111.2.3 Change of mindset and values to promote 121.3 Effects of collaborative work 131.3.1. Effects in terms of categorical rapprochement and interprofessionality 131.3.2 Systemic effects on the environment 151.4 Conclusion: towards the construction of a local educational community 151.5 References 16Chapter 2 Expanding Roles for Community Institutions: US Public Libraries as Community Health Partners 19Mary Grace Flaherty2.1 Background 192.2 US public libraries and health 212.3 Shifting missions and responsibilities 212.3.1 Health information providers 222.3.2 Pandemic response 232.3.3 Seizing opportunities 242.4 Final thoughts 262.5 References 26Chapter 3 Regarding the School Form: Critical Reflections 29Pierre Kahn3.1 Thinking about the school form 293.2 Historicity of the school form 303.3 Transhistorical continuity 343.4 School form and democratic form of socialization, historicity versus continuity? 363.5 Conclusion: the concept of school form, a useful concept? 373.6 References 38Part 2 Museums and the School Form: What are the Interactions? 41Introduction to Part 2 43Anik MeunierChapter 4. The Transmission of Technical Culture in France in the 19th Century via Collections of Objects 49Géraldine Barron4.1 Crossed histories 504.2 Conservatoire des arts et métiers 504.3 Musée naval 524.4 Collections and audiences: outline of a differentiated transmission 544.5 Conclusion 584.6 References 60Chapter 5 The Musée de la Corse and the Citadelle de Corte, Experimentation of Museum Mediation in the Service of a Shared Future 63Marion Trannoy Voisin5.1 Museum geography in Central Corsica 635.2 Landscape inscription 655.3 Change of destination 685.4 Patrimonial territory 695.5 Impacts 725.6 Example of active and citizen museology 735.7 References 75Chapter 6 Institutionalization of Passion Instead of Competence 77Nathanaël Wadbled6.1 Introduction: leave your pupils to a guide 776.1.1 Guides’ response to teachers’ demands 776.1.2 Method and fieldwork: participant observation in a tourist office 786.2 Competence of the guides in addition to that of the historians 806.2.1 Extracurricular practice of a patrimonial space 806.2.2 Guiding to make people see and understand 826.3 Passing an anti-scientific discourse on history 836.3.1 Replacing the historical discourse with another 836.3.2 Misunderstanding with teachers 856.4 Institutionalization of passion instead of competence 866.4.1 Passion as the praxis of history 866.4.2 Critical thinking as respect for tradition 876.4.3 An organization that favors an anti-historical practice 886.5 Conclusion: visiting a place of history in an age of mistrust of science 906.6 References 91Chapter 7 The Contribution of Museums in Non-formal Education and Cultural Transmission 95Anik Meunier and Camille Roelens7.1 Places of autonomy and hypermodern mediations 977.1.1 Resources of individual autonomy, or matter of mediation 987.1.2 Benevolent authority, or the way of mediation 997.2 Teachers: mediators in search of appropriate mediations? 1007.3 Conclusion 1037.4 References 105Chapter 8 Cultural Space, Digitization and Training in the Museum 109Corinne Baujard8.1 Context of the case study 1108.2 Presentation of the experimental project at the museum 1118.2.1 First report: enriching the museum’s relationship with its school audience 1118.2.2 Second report: preparing the school visit with the teachers 1128.2.3 Third report: art education and aesthetic relationships to art training with digital devices offered to pupils in the exhibition space 1148.2.4 Fourth report: the museum’s organization 1168.3 References 118Part 3 Reading and Cultural Mediation 121Introduction to Part 3 123Denise Gisele De Britto DamascoChapter 9 Developing New Teaching Practices for Reading and Writing in French Elementary Schools Involving Book Mediators 127Nathalie Bertrand9.1 What professional skills are expected? 1279.2 State of the art in initial training 1289.3 Cultural mediation practices in the master’s program 1309.4 Looking back on the experience: the students’ point of view 1329.5 New innovative pedagogical device to be tested: Fabulathèque 1349.6 Appendix 1359.7 References 137Chapter 10 Making Books Resonate: A Cultural Mediation Exercise Offered to Trainee Schoolteachers 139Pascale Gossin and Isabelle Lebrat10.1 Reading aloud in literature 13910.1.1 Jean-Jacques Rousseau and fellowship 14010.1.2 Émile Zola and the social gaze 14010.1.3 Jean-Paul Sartre and the entrance into reading 14010.2 School practice 14110.2.1 Past school practice 14110.2.2 Current school practice 14310.3 Putting in resonance 14410.3.1 Reasons for choosing the module 14510.3.2 Difference between foresight and reality 14510.3.3 Role of the schoolteacher 14510.3.4 Professional contributions 14510.3.5 Challenges 14610.4 Conclusion 14610.5 References 147Part 4 Informal Learning, Formal Learning, Hybrid Training 151Introduction to Part 4 153Sylvie CondetteChapter 11 Informal Adult Learning in Libraries: Between School Form and Popular Education? 159Theodora Balmon11.1 Library between school form and popular education 16111.1.1 In the filter of the school form 16111.1.2 Legacy of popular education 16211.1.3 Informal learning 16311.2 Methodology of the narrative survey 16411.2.1 Comprehensive paradigm 16511.2.2 Sample and exploratory interviews 16511.3 Findings 16611.3.1 Profile of survey participants 16611.3.2 Formal/informal duality 16711.3.3 Types of learning identified in the interviews 16711.3.4 Exchanges and socialization 16811.4 Discussion and conclusion 16911.5 References 170Chapter 12 The Construction of Boundary Objects: A Lever for the Transformation of the University Form 173Rana Challah and Geneviève Lameul12.1 Introduction: higher education at the heart of change 17312.2 Projet DESIR: contextual elements 17412.3 Theoretical framework 17512.4 Methodology 17812.5 Research findings and highlights 17812.5.1 First stage of the project: the co-situation 17812.5.2 Second stage of the project: cooperation 18012.5.3 Third stage of the project: co-production 18112.6 Discussion and conclusion 18212.7 References 184Chapter 13 Cultural, Curricular and Axiological Challenges of Training for the Education Profession in the Era of Globalization 189Régis Malet and Martine Derivry-Plard13.1 Introduction: the challenges of education and training in a globalized world 18913.2 Educating and training in a multilingual and multicultural world 19013.2.1 Education, training and languages: a heuristic alliance for the training of educators in a globalized world 19113.2.2 Dynamics of languages and disciplines contributing to training 19313.2.3 Plurilingual training and promotion of human diversity in education 19413.3 Training trainers for democratic education 19613.3.1 Content and value challenges for the promotion of intellectuals in action 19613.3.2 Cultural and curricular challenges in the production of transformative knowledge that promotes professional and civic commitment 19913.4 Conclusion: a plurilingual and pluricultural paradigm in teacher and trainer training to meet the democratic challenges of globalization 20213.5 References 204Chapter 14 The Emergence of Patrimonial Education in the Arganeraie Biosphere Reserve (ABR) in Morocco 211Salma Itsmaïl14.1 History of the school form 21214.2 Introduction of patrimonial education in the Moroccan school system 21314.2.1 Learning languages 21314.2.2 Citizenship education 21314.2.3 Self-directed learning 21414.2.4 Environmental education 21414.3 Poorly integrated patrimonial education 21414.3.1 Degree of patrimonial knowledge among pupils in Marrakech 21614.3.2 Degree of patrimonial knowledge among pupils in Agadir 21614.4 New school form to be tested 21714.4.1 Experience at the heart of learning 22014.5 Discussion 22114.6 References 222Conclusion 225Theodora Balmon and Bruno GarnierAppendix 241Alain JailletPostface 255Maurice Tardif†List of Authors 263Index 265