Explore the development of literacy practices during the Middle Ages, from oral to silent reading and assisted to autonomous writing.
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[...] French Review of Applied Linguistics, Vol. VIII 121-137. https://doi.org/10.3917/rfla.081.0121 Vial, J. (2009). Education in the Middle Ages. History of Education. - 34). Presses Universitaires de France. [...]
[...] III- Major transformations in reading and writing practices A. From oral reading to silent reading The history of reading will therefore take a turn during the Low Middle Ages thanks to the development of schools and this will be accompanied by a progressive transformation of reading practices. First, the act of reading is more widely understood by the population thanks to school. In his book "In his book 'History of Reading in the Western World', historian Guglielmo Cavallo explains the modification of the act of reading in the Low Middle Ages, where learners began to separate words and engage in silent reading, while trying to understand the meaning of these words. [...]
[...] Beyond the resources that are variable, from one social class to another during the Middle Ages, it is possible to show an evolution linked to the assistance of individuals in writing to the development of a progressive autonomous writing within certain communities, during the Low Middle Ages. This evolution is part of the development of an important written production between the XI11th and the 14th11th century. François Lavie notes that from 1200 onwards, there is a significant written production accompanied by qualitative turning point with the elaboration of new documentary types, oriented towards practical purposes'23. [...]
[...] In what way did literacy evolve during the Middle Ages and what were its main characteristics? Literacy in the Middle Ages: Practices, Stakes and Perspectives Introduction The Larousse defines literacy as the "teaching of reading and writing to a specific social group"1. Literacy is a process that includes the teaching of basic knowledge such as knowing how to read, write and count2. The Middle Ages, which is situated between 476 and 1492, is considered by some historians as a period of "ignorance""3. [...]
[...] This was the case for clerks, copyist monks, or high prelates - high prelates being high dignitaries of the Church in the Middle Ages9-. According to Hans-Ulrich Grunder, this privilege was favored by the frequentation by ecclesiastics of the schools called capitular and conventual. Béatrice Fraenkel, research director at the École des Hautes Études en Sciences Sociales (E.H.E.S.S.) thus speaks of a literacy that only concerns certain segments of the population. She speaks of a "restricted literacy, limited to certain functional know-how and which undoubtedly combines on-the-job training and occasional recourse to masters"10. [...]
