IMPEC 2026 Conference > Call for papersIMPEC 2026 CONFERENCE
Information Cultures, Media Pedagogies, and Screen-Based Interactions
Catholic Univeristy of Paris, Paris, July 1-3, 2026
Scientific Committee: Luisa Acosta Cordoba (ENS Lyon) ; Mabrouka El Hachani (Université Lyon 3) ; Julia Bonaccorsi (Université Lyon 2) ; Chiara Bottici (New School New York) ; Michael Bourgatte (Université de Lorraine) ; Marco Cappellini (Université Claude Bernard Lyon 1) ; Elsa Caron (Université de Franche-Comté) ; Peppe Cavallari (Institut Catholique de Paris) ; Ghislaine Chabert (Université Lyon 3) ; Bénédicte Chéron (Institut Catholique de Paris) ; Carlo Colloca (Université de Catane) ; Tatiana Codreanu (Imperial College London) ; Christelle Combe (Université Aix-Marseille) ; Christine Develotte (ENS Lyon) ; Morgane Domanchin (UMR 5191 CNRS ICAR) ; Daiana Dula (UMR 6266 CNRS IDEES) ; Mabrouka El Hachani (Université Lyon 3) ; Diane Galbois-Lehalle (Institut Catholique de Paris) ; Béatrice Galinon-Mélénec (UMR 6266 CNRS IDEES), Maria Fernanda Gonzalez Binetti (Institut Catholique de Paris) ; Jean-François Grassin (Université Lumière Lyon 2) ; Santiago Guillen (ENS Lyon) ; Jacques Ibanez Bueno (Université Savoie Mont-Blanc) ; Nathalie Lacelle (Université du Québec à Trois-Rivières) ; Joël Langonné (Université catholique de l’Ouest) ; Stefania Mazzone (Université de Catane) ; Margot Mellet (Université de Sherbrooke) ; Servanne Monjour (Sorbonne Université) ; Marie-Anne Paveau (Sorbonne Paris-Nord) ; Lilyana Petrova (ENSEA) ; Carlo Pontorieri (Université de la Campanie Luigi Vanvitelli) ; Joséphine Rémon (Université Lumière Lyon 2) ; Marine Siguier (UMR 6266 CNRS IDEES) ; Laurent Tessier (Institut Catholique de Paris) ; Virginie Trémion (Université Catholique de Lille) ; Julie Vidal (Université Paris Cité) ; Caroline Vincent (Université Aix-Marseille) ; Marcello Vitali-Rosati (Université de Montréal).
Organizing Committee:Peppe Cavallari (ICP) ; Christelle Combe (Université Aix-Marseille) ; Anatole Grimaldi (Université de Lorraine) ; Joséphine Rémon (Université Lumière Lyon 2) ; Laurent Tessier (ICP)
Partners: Groupe de recherche IMPEC, équipe “Médias, Images, technologies” (laboratoire RCS), laboratoire ICAR, projet OASIS.
Abstract: The IMPEC 2026 Conference, entitled “Information Cultures, Media Pedagogies, and Screen-Based Interactions”, is organized by the GR IMPEC (Multimodal Interactions through Screens) and by the Media, Images & Technologies team of the RCS Laboratory (EA7403) at the Catholic University of Paris. The conference aims to explore contemporary dynamics of information in a context marked by the proliferation of connected devices and profound transformations in digital communication practices. Presentations will focus on analyzing practices, representations, and issues related to mediated interactions, whether individual or collective, professional or personal. In doing so, the event seeks to foster critical reflection on the transformations of the public sphere, new forms of sociability, and the contemporary reconfigurations of knowledge. Adopting an interdisciplinary approach, this call for papers is addressed to researchers working on these questions from the perspectives of information and communication sciences, sociology, or language sciences, as well as political science, philosophy, psychology, or education sciences. This edition of the IMPEC conferences also aims to foster dialogue between research conducted by specialists in social media and media theory, and the reflections and experiences of professionals in information and journalism, along with actors involved in pedagogical initiatives or technological innovations developing tools for monitoring, media and image analysis, or fact-checking. Keywords: Interactions, multimodality, screens, information, media education, digital citizenship
Call for Papers :
The IMPEC Research Group (Multimodal Interactions through Screens) is a forum for epistemological and methodological debates, seeking to promote new approaches that take into account the specificities of screen-based interactions. Founded in 2012 by Christine Develotte, Emeritus Professor of Language Sciences (ENS Lyon), the group is now co-led by a multidisciplinary collective of researchers from several laboratories and research teams (ICAR, ELICO, LEST, LPL, COACT, RCS). The group’s research has led, among other things, to work on digital presence (Develotte et al. 2021, 2022) and on sound, voice, and listening on screen (Cavallari & Mellet, eds. 2025). In addition to a monthly seminar (https://impecseminar.hypotheses.org/.
The IMPEC 2026 Conference, entitled “Information Cultures, Media Pedagogies, and Screen-Based Interactions”, is the result of a collaboration between IMPEC and the Media, Images & Technologies team of the RCS Laboratory (EA7403) at the Institut Catholique de Paris. In an interdisciplinary spirit, the Media, Images & Technologies team brings together researchers in sociology, information and communication sciences, education sciences, as well as history and political science. The team’s work addresses the educational challenges of digital technologies (Tessier 2019), citizenship education (Gonzalez Binetti 2024), and representations of war (Chéron 2018). It is also an active member of the Huma-Num CANEVAS Consortium (https://canevas.hypotheses.org/ and the European OASIS project (https://oscars-project.eu/projects/oasis-open-audiovisual-science-innovation-scheme.
Building on this research, the IMPEC 2026 Conference will specifically explore contemporary dynamics of information in a context shaped by the proliferation of connected devices and by profound transformations in digital communication practices (Lloyd 2010; Liquète 2014). It will examine the cultural, social, and technical forms that shape our relationships to information and to screens (Sundin & Francke 2009; Saint-Martin & Tessier 2020). Presentations will focus on analyzing practices, representations, and issues related to mediated interactions, whether individual or collective, professional or personal.
In doing so, the event seeks to foster critical reflection on the transformations of the public sphere, new forms of sociability, and the contemporary reconfigurations of knowledge. Adopting an interdisciplinary approach, this call for papers addresses researchers working on these questions from the perspectives of information and communication sciences, sociology, or language sciences, as well as political science, philosophy, psychology, or education sciences. This edition of the IMPEC conferences also aims to foster dialogue between research conducted by specialists in social media and media theory, and the reflections and experiences of professionals in information and journalism, along with actors involved in pedagogical initiatives or technological innovations developing tools for monitoring, media and image analysis, or fact-checking. COMMUNICATION THEMES Based on the general questions proposed for the conference, four (non-exhaustive) thematic axes are suggested to contributors, each offering a way to investigate how information cultures are shaped through digitized multimodal interactions: AXIS 1. Information, Media, and Democracy What Dominique Cardon already referred to in 2010 as the “Internet Democracy” (Cardon, 2010) has progressively become normalized, to the point of establishing itself today as a socio-media ecosystem in which social networks play a daily role in political life, from the international stage to the most local level (Beuscart, Dagiral & Parasie, 2019). With their mass adoption, social networks have enabled the emancipation of citizen and amateur voices as well as the organization of groups with diverse political agendas. At the same time, so-called “traditional” media encourage a reappropriation of these new spaces through omnipresent official accounts and more personalized modes of communication. The most influential media outlets are now emerging as hybrid infrastructures, capable of federating different registers of online communication and conversation. In the “mediarchy” described by Yves Citton (2017), the media constitute a genuine political environment in which citizen participation takes place. Identifying the interests of speakers, knowing from which standpoint they speak, and being able to source information—by decrypting its economic and political context—have thus become vital requirements for exercising one’s freedom and making responsible, informed choices. In France, as in other national contexts, the privatization of information and the concentration of media ownership raise questions about the plurality and independence of information, and consequently, the effective reality of democracy (Bellanger, 2025). From this perspective, the industrial and financial strategies that structure the infosphere must be understood within the broader context of the platformization of key sectors of public life—transforming public services into “state-citizen interfaces.” These processes risk reinforcing intergenerational, social, and economic inequalities, rather than fostering the accessibility and inclusion they claim to promote. An increasingly sophisticated level of technological equipment and digital literacy now appears to be indispensable for carrying out everyday actions and solving problems tied to fundamental civic rights—whether searching for information or completing administrative procedures (Case & Given, 2016). AXIS 2. Inclusive Approaches to Media Education and Digital Citizenship In France, media and information literacy (MIL) has been part of state policy for several decades, reflected in numerous initiatives stemming not only from the Ministry of Education but also from the Ministry of Culture (Féroc Dumez, 2019; Petit, 2020). Understanding journalistic work, fostering critical thinking in the face of conspiracy theories and fake news, and combating the circulation of hateful content are key components of MIL, defined as prerequisites for contemporary digital citizenship (Badouard, 2020; Collin, 2021; Frau-Meigs, Brian & Vitor, 2017; Motoi & Bourgatte, 2020). Since 1983, the Centre pour l’éducation aux médias et à l’information (CLEMI) has aimed to generalize media and information literacy for students and their families, forming one of the central nodes of an ever-expanding ecosystem of associations (La Chance, Fake Off, Média Commun, Journalisme et Citoyenneté, APEM), institutional stakeholders (the Pompidou Center’s BPI, ENSSIB, BnF), collectives, and cultural and educational infrastructures (Réseau Canopé, Médias éducation, Jets d’encre, etc.). This axis invites participants to identify and critically examine the pedagogical methods and strategies used to guide students in searching, reading, listening to, and viewing multimedia content. How is critical analysis implemented? How are fact-checking software and image verification applications selected and used? Following Anne Cordier’s (2023) proposal, attention will also be given to questioning the technicist approach to MIL, in order to shed light on its emotional, interpersonal, and social dimensions. Seeking information is at once an ordinary and ritual activity, imbued with affective associations that increasingly tie specific places and moments to familiar people and everyday objects. The sociality of information circulation and sharing today shapes social networks as spaces of action, relationship, and presence. Taking into account that the most sensitive indicators can provide insights into ordinary contexts, this axis also proposes to approach screen-based interactions through the lens of vulnerabilities (Hétier & Blocquaux, 2021). Vulnerable publics are numerous and require specific educational support. For example, migrants, refugees, or exiles—some of whom may have limited or interrupted schooling—must be able to benefit from pedagogical approaches adapted to their linguistic repertoires in media education (Bruinenberg et al., 2019). On the receiving or producing side, what kinds of approaches can be proposed to fragile (non-)users: sensitive approaches, innovative practices, artistic perspectives? What forms of “world repair” (Tronto, 2009) do such approaches deliver, and what types of inclusion do they foster, in response to the media underrepresentation of minority populations? Gender issues, for instance, may be addressed through critical analyses of representations, expressions, and editorial strategies. From the perspective of the individual as a “document” (Ertzscheid, 2009), and with a generational angle, information about mental and physical health—editorialized by digital apps (Trnka, 2022)—has become an integral part of the informational landscape of some young people. How is this landscape being redefined when the “informational individual” is integrated alongside information produced by journalistic media? Can self-documentation be mobilized in the service of collective construction, alongside socio-political information? AXIS 3. Media Narratives and Archives, Manipulation of Information and Images: Democratic and Geopolitical Issues The manipulation of information, amplified by social networks, poses unprecedented challenges to the integrity of knowledge, social cohesion, and geopolitical balance. How are media narratives constructed, disseminated, and perceived? How do they shape our understanding of the world, influencing democratic and geopolitical dynamics? What impacts do they have on power structures and international relations? Whether in the form of propaganda wars, foreign digital interference, or information warfare, attention will be given to the voices and avenues left to users in both reception and production/dissemination, as well as to the forms of educational engineering that shape this “voicing.” In this context, the study of screen-based interactions may focus on agency in data management and the cybersecurity frameworks that govern it, with particular reference to whistleblowers such as Edward Snowden and Julian Assange, emblematic figures whose roles warrant critical examination. Agency, creativity, activism, and even obscurantism also emerge in the creation and circulation of memes. In the face of informational inflation, questioning media education and screen-based interactions also means interrogating the balance between informational action and non-action—non-doing, non-speaking, non-reading—in the cultivation of silence (Hétier, 2025) as a constitutive element of enlightened citizenship. One possible focus will be the pedagogical and theoretical stakes of image verification, considered as a genre in its own right within the broader field of information verification. The analytical and technical skills required to interpret an image can be addressed through the presentation of digital tools, online archives, and applications that enable the verification of an image’s origin, its geo-historical content, and its relevance in relation to the various contexts in which it circulates. While the role of online audiovisual archives must be understood in light of a critique of the digital archive and the interface (Treleani, 2014, 2021), the practice of image verification can also be examined through semiotic, aesthetic, or journalistic approaches—particularly with regard to new scenarios generated by artificial intelligence. AXIS 4. Sustainability and Planetary Agency in Screen-Based Information Interactions How do interactions across screens affect the agency and emancipation of actors in relation to information? What kind of sustainable, trans-categorical global citizenship (Nolin, 2010; Ollivier et al., 2021) can be (de)constructed within screen-based interactions and in relation to information? Eco-pedagogies, and emancipatory pedagogies more broadly, seem to have a significant role to play here (Misiaszek, 2020). The study of grassroots dynamics at work in the realm of screen-mediated information, whether in reception or production, can thus constitute a valuable line of inquiry. These inter-individual dynamics may be explored from the perspective of the planetary agencies they activate. To what extent are these planetary agencies interdependent on the screens that sustain them? Ultimately, if new forms of agency emerge, we propose to explore how they challenge the very definition of information itself. In the context of screen-based informational interactions, the notion of information may be redefined—information by whom, for whom, for what purpose? This conference therefore aims to explore screen-based informational interactions beyond the human/non-human dichotomy. The anthropocentric definition of information will thus be reconsidered from the standpoint of multiple intelligences, oriented toward new forms of informational sustainability (Bridle, 2022). Bibliography:
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Trnka, S. (2022). Competing Responsibilities and the Ethics of Care in Young People’s Engagements with Digital Mental Health. Dans M.H. Bruun, A. Douglas-Jones, R. Hasse, K. Hoeyer, D.B. Kristensen, et B.R. Winthereik. (dir.). The Palgrave Handbook of the Anthropology of Technology (p. 627-646). Springer Nature. SUBMISSION GUIDELINESProposals for presentations must be submitted through the conference website (https://impec.sciencesconf.org/) by 31 November 2025. They can also be sent by email to the following adress : anatole.grimaldi@cnrs.fr. Submissions can take three forms: Scientific Presentation: 1,500 characters (±10%, including spaces, excluding references). The proposal should include a title and a brief bio-bibliography. Presentations will be scheduled in thematic sessions, with a 20-minute talk followed by questions. Poster: 750 characters (±10%, including spaces, excluding references). The proposal should include a provisional title and a brief bio-bibliography. Tool Demonstration: 750 characters (±10%, including spaces, excluding references). The proposal should include a provisional title, a brief bio-bibliography, and links to access the tool presented or supplementary resources. TIMELINE- 30 November 2025: Submission deadline- 23 January 2026: Notification of acceptance or rejection- 23 March 2026: Program announcement and opening of registration- 29 May 2026: Registration deadline- 1–3 July 2026: Conference |
