Chapter 8. Conclusion
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Kristen Michelson
Abstract
In this chapter, I present an overview of where we currently sit with respect to research in digital social reading (DSR) in L2 contexts by providing a critical synthesis of the findings and implications of the chapters in this collection and making a case for future research areas around DSR. Next, I offer an overview of technical and pedagogical considerations practitioners might wish to make when selecting a DAT for integrating DSR activities into L2 teaching and learning. Technical issues such as cost and accessibility, privacy and visibility, text types supported, and user experience are discussed, followed by pedagogical considerations for optimally matching texts, tools, and techniques. Finally, I showcase several methods and techniques from multiliteracies pedagogies, demonstrating their compatibility with DSR.
Abstract
In this chapter, I present an overview of where we currently sit with respect to research in digital social reading (DSR) in L2 contexts by providing a critical synthesis of the findings and implications of the chapters in this collection and making a case for future research areas around DSR. Next, I offer an overview of technical and pedagogical considerations practitioners might wish to make when selecting a DAT for integrating DSR activities into L2 teaching and learning. Technical issues such as cost and accessibility, privacy and visibility, text types supported, and user experience are discussed, followed by pedagogical considerations for optimally matching texts, tools, and techniques. Finally, I showcase several methods and techniques from multiliteracies pedagogies, demonstrating their compatibility with DSR.
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
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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
