Chapter 3. Critical historical literacy in world languages through digital social reading
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Claudia Baska Lynn
Abstract
This exploratory study reports on digital social reading (DSR) interactions in an advanced collegiate German course. Using a stancetaking perspective, we examine how learners linguistically conceptualize, discuss, and draw on historical thinking strategies of continuity and change to evaluate historical, social, and cultural patterns in texts and how their interactions mediate peer-to-peer learning. Preliminary findings suggest that DSR can mediate peer-to-peer interaction in a critical content-based course. We conclude with suggestions for future research and teaching. The results of this study indicate that an interactional analysis of stancetaking can help researchers and instructors understand how such peer-to-peer mediation of disciplinary language and thinking approaches emerges in DSR.
Abstract
This exploratory study reports on digital social reading (DSR) interactions in an advanced collegiate German course. Using a stancetaking perspective, we examine how learners linguistically conceptualize, discuss, and draw on historical thinking strategies of continuity and change to evaluate historical, social, and cultural patterns in texts and how their interactions mediate peer-to-peer learning. Preliminary findings suggest that DSR can mediate peer-to-peer interaction in a critical content-based course. We conclude with suggestions for future research and teaching. The results of this study indicate that an interactional analysis of stancetaking can help researchers and instructors understand how such peer-to-peer mediation of disciplinary language and thinking approaches emerges in DSR.
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Chapter 1. Introduction 1
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Section I. Focusing on learners
- Chapter 2. Examining graduate students’ positioning identities in collaborative digital annotation tools 22
- Chapter 3. Critical historical literacy in world languages through digital social reading 48
- Chapter 4. Incorporating mindfulness into multiliteracies pedagogy 74
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Section II. Texts, tasks, and teachers
- Chapter 5. Addressing text difficulty in novice L2 digital social reading 104
- Chapter 6. Digital social reading annotations as evidence of L2 proficiency 128
- Chapter 7. Developing digital social reading in source‑based writing 153
- Chapter 8. Conclusion 179
- Index 193
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Chapter 1. Introduction 1
-
Section I. Focusing on learners
- Chapter 2. Examining graduate students’ positioning identities in collaborative digital annotation tools 22
- Chapter 3. Critical historical literacy in world languages through digital social reading 48
- Chapter 4. Incorporating mindfulness into multiliteracies pedagogy 74
-
Section II. Texts, tasks, and teachers
- Chapter 5. Addressing text difficulty in novice L2 digital social reading 104
- Chapter 6. Digital social reading annotations as evidence of L2 proficiency 128
- Chapter 7. Developing digital social reading in source‑based writing 153
- Chapter 8. Conclusion 179
- Index 193
