Chapter 1. Introduction
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Kristen Michelson
Abstract
Over the last decade, the fields of applied linguistics and second language education have seen a renewed interest in socially oriented perspectives on second language (L2) learning and teaching (Dubreil & Thorne, 2017; Paesani, Allen, & Dupuy, 2016; Warner & Michelson, 2018). Similarly, researchers working in the field of computer assisted language learning have increasingly examined digitally-mediated communication and collaborative online learning with respect to language and literacy development (e.g., Kern, 2021; González-Lloret, 2020) given the ubiquitous nature of technological tools in the social and academic lives of students at all levels of education. Traditional notions of literacy continue to be re-conceptualized due to the myriad ways in which texts are produced, accessed, and interpreted. The aforementioned changes have had significant impacts on L2 reading as technologies such as digital annotation tools have afforded students and teachers to re-envision L2 reading as a more social/collaborative activity. This introductory chapter therefore begins with definitions of some key terms and a brief overview of empirical work related to digital social reading (DSR) in L2 learning and teaching contexts carried out over the last decade. Next, we include information about the theoretical perspectives that frame the work included in the book. We then provide a brief summary of each chapter.
Abstract
Over the last decade, the fields of applied linguistics and second language education have seen a renewed interest in socially oriented perspectives on second language (L2) learning and teaching (Dubreil & Thorne, 2017; Paesani, Allen, & Dupuy, 2016; Warner & Michelson, 2018). Similarly, researchers working in the field of computer assisted language learning have increasingly examined digitally-mediated communication and collaborative online learning with respect to language and literacy development (e.g., Kern, 2021; González-Lloret, 2020) given the ubiquitous nature of technological tools in the social and academic lives of students at all levels of education. Traditional notions of literacy continue to be re-conceptualized due to the myriad ways in which texts are produced, accessed, and interpreted. The aforementioned changes have had significant impacts on L2 reading as technologies such as digital annotation tools have afforded students and teachers to re-envision L2 reading as a more social/collaborative activity. This introductory chapter therefore begins with definitions of some key terms and a brief overview of empirical work related to digital social reading (DSR) in L2 learning and teaching contexts carried out over the last decade. Next, we include information about the theoretical perspectives that frame the work included in the book. We then provide a brief summary of each chapter.
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
