Intro -- Table of contents -- List of contributors -- Chapter 1 Introduction -- Introduction -- Literature review -- Theoretical framings -- Organization of book -- References -- Section I Focusing on learners -- Chapter 2 Examining graduate students' positioning identities in collaborative dig...

Ausführliche Beschreibung

Bibliographische Detailangaben

Weitere Verfasser:	Thoms, Joshua J. (HerausgeberIn), Michelson, Kristen (HerausgeberIn)
Format:	Elektronisch E-Book
Sprache:	English
Veröffentlicht:	Amsterdam ; Philadelphia John Benjamins Publishing Company [2024]
Schriftenreihe:	AILA Applied Linguistics Series volume 21
Schlagworte:	Second language acquisition Language and languages / Study and teaching / Social aspects Language and languages / Study and teaching / Technological innovations Digital media Online social networks Books and reading / Social aspects Essays
Online-Zugang:	DE-12 Volltext
Zusammenfassung:	Intro -- Table of contents -- List of contributors -- Chapter 1 Introduction -- Introduction -- Literature review -- Theoretical framings -- Organization of book -- References -- Section I Focusing on learners -- Chapter 2 Examining graduate students' positioning identities in collaborative digital annotation tools -- Digital annotation tools -- Conceptual framework -- Identity and positioning theory -- The study -- Setting and participants -- Data collection and analysis -- Researcher positionality -- Findings -- Lina -- Max -- Mira -- Discussion -- Pedagogical implications -- Conclusion -- References -- Chapter 3 Critical historical literacy in world languages through digital social reading -- Introduction -- Literature review -- DSR in world languages -- Stancetaking in digital social reading -- Historical literacy in a world language -- Description of the course -- The design of the study -- Digital social reading in Perusall -- Methods -- Results and analysis -- Beginning to read history and coming to terms with the present -- Guided reading questions as mediation -- Becoming an expert through collaboration -- Discussion -- Limitations and future directions -- References -- Chapter 4 Incorporating mindfulness into multiliteracies pedagogy -- Introduction -- L2 mindfulness studies -- A French course on multilingual life writing -- A contemplative approach to digital social reading (DSR) -- Framing the classroom as a contemplative space -- #AnnotatedSyllabus -- Contemplative reading activities -- A contemplative approach to digital social writing (DSW) -- Freewriting, translanguaging, and perezhivanie -- Writers annotating their own texts -- Lessons learned -- Contemplative reading vs. close reading -- The efficacy of digital annotation tools (DATS) -- Designing slow literacy -- Conclusion -- References -- Appendix A -- Course description. "Rapid changes in communication channels, tools, and conventions of interaction over the last two decades have paved the way for increasingly digital learning environments. In second language (L2) education, shifts toward digital learning and teaching were intensified during the pandemic and many such formats are here to stay. At the same time, a growing interest in socially oriented pedagogies in L2 learning and teaching is prompting many L2 researchers and practitioners to investigate new research areas and explore post-communicative language teaching pedagogies that engage learners more deeply with cultural texts, using a range of semiotic and linguistic resources. Digital Social Reading (DSR) is a pedagogical approach that affords technology-mediated collaborative reading, where texts are read through a digital platform that allows two or more readers to highlight the same virtual copy of a text and discuss it through a digital interface that affords synchronous or asynchronous margin dialogues anchored in specific passages. This book offers empirical studies demonstrating how DSR can foster-and illuminate-learner interactions that mediate learning, and also work that focuses on language teaching perspectives in DSR environments, including task design and assessment issues"--
Beschreibung:	Description based on publisher supplied metadata and other sources
Beschreibung:	1 Online-Ressource (205 Seiten)
ISBN:	9789027246370
DOI:	10.1075/aals.21