Index

Chapters in this book

1. Prelim pages i
2. Table of contents v
3. List of contributors vii
4. Chapter 1. Introduction 1
5. Section I. Focusing on learners
6. Chapter 2. Examining graduate students’ positioning identities in collaborative digital annotation tools 22
7. Chapter 3. Critical historical literacy in world languages through digital social reading 48
8. Chapter 4. Incorporating mindfulness into multiliteracies pedagogy 74
9. Section II. Texts, tasks, and teachers
10. Chapter 5. Addressing text difficulty in novice L2 digital social reading 104
11. Chapter 6. Digital social reading annotations as evidence of L2 proficiency 128
12. Chapter 7. Developing digital social reading in source‑based writing 153
13. Chapter 8. Conclusion 179
14. Index 193