User guide | MIMNA - Université Grenoble Alpes

The objective of the MIMNA booklet user guide is to provide tools for professionals, in order to support their mediation strategies to transmit a real child-friendly information.

Child-friendly information approach: mediation strategies

In an adapted information approach, the professional's discourse must integrate adaptation strategies: convergence, reformulation, complementary explanations. These strategies will be presented in the user guide. For each of the sheets, the section "discourse accompanying the sheet" will propose a linguistically adapted formulation of the informational content^[1], as well as proposals for "linguistic mediation strategies"^[2] and/or multimodal^[3], in the same name heading. We would like to point out that the adaptations of the discourse accompanying the sheets, as well as the mediation strategies proposed in this guide, are largely inspired by the analyses carried out on the strategies of professionals hosting UASC that we have tried to formalize.

Become familiar with multimodal use

Familiarisation of professionals with the multimodal use of the MIMNA booklet is an integral part of the proposed non-linguistic tool. In order not to overload this first written version of the guide, we have only specified the key gestural strategies. More gestural strategies will be integrated into the video resources that will be posted later on that website.

Structure of the user guide

Overview of the sheet

Informational objectives

Precise the informational objectives of the sheet

Provide information
Collect information

Speech accompanying the sheet

Linguistically adapted formulation of information content

: indicates a reference to linguistic and/or multimodal mediation strategies; indicates a reference to the informational foundations or miscellaneous sections

Mediation strategies

: explanation of the justifications and objectives of the mediation strategy (point of vigilance, misunderstanding, etc.) in relation to the element pointed out in the speech accompanying the sheet
Strategy: indication of possible reformulations, additional gestural resources, use of booklet representations to complement the speech

Informational foundations

Explanation of the referential elements framing the informational content of the sheet

Miscellaneous

Details related to the organization of the booklet, its use, its adaptation; or other miscellaneous information not related to the previous sections

^[1] ^{We would like to point out that, in order to adapt the speech to UASC’s understanding and thus promoting access to meaning by limiting misunderstandings, sentence constructions must be simplified, to be closer to oral communication forms. UASC are more familiar with oral structures when they have previous French skills, or when they improved their skills after arrival in France. Thus, for instance, the formulation of questions avoid the subject-verb inversion that is very uncommon in oral French and unfamiliar to young people. We have also given priority to nominal resumptions rather than pronominal resumptions (he, she, the, etc.) that complicate access to meaning and create ambiguity. Some formulations could thus appear to be not sufficiently academic for a reader who is a French native speaker. Nevertheless, this choice is part of our child-friendly information approach: favouring access to meaning and not French academic forms.}
[2] For instance, a linguistic mediation strategy consists in implement a convergence strategy: using a word or wording that is proven in the UASC’s language practices increase the chance to get closer to the UASC’s linguistic universe and thus, to promote access to meaning through the use of words that are meaningful to them.
^[3] ^{Beyond the transmission of information, and with the aim of encouraging young people's appropriation of the information, multimodal mediation strategies also aim to enable UASC becoming more familiar with some concepts circulating in their French institutional environment, in particular through linguistic reformulation strategies, gestural strategies, as well as visual strategies (pointing to the booklet) promoting association between the word and the meaning.}