Digital Social Reading and Second Language Learning and Teaching
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.
[AILA Applied Linguistics Series, 21] 2024. ix, 193 pp.
Publishing status: Available
Published online on 4 October 2024
Published online on 4 October 2024
© John Benjamins
Table of Contents
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List of contributors | pp. vii–x
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Chapter 1. IntroductionKristen Michelson and Joshua J. Thoms | pp. 1–19
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Section I. Focusing on learners
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Chapter 2. Examining graduate students’ positioning identities in collaborative digital annotation toolsElif Burhan-Horasanlı | pp. 22–47
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Chapter 3. Critical historical literacy in world languages through digital social readingClaudia Baska Lynn and Sibel Sayılı-Hurley | pp. 48–73
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Chapter 4. Incorporating mindfulness into multiliteracies pedagogy: Contemplative digital social reading and writingCarl Blyth | pp. 74–101
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Section II. Texts, tasks, and teachers
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Chapter 5. Addressing text difficulty in novice L2 digital social readingJames Law, David Barny and Rachel Dorsey | pp. 104–127
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Chapter 6. Digital social reading annotations as evidence of L2 proficiencyFrederick J. Poole and Joshua J. Thoms | pp. 128–152
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Chapter 7. Developing digital social reading in source‑based writing: A second language teaching and learning accountInanç Karagöz and John I. Liontas | pp. 153–178
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Chapter 8. Conclusion: Insights for research and praxis around DSRKristen Michelson | pp. 179–192
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Index | p. 193
Cited by (2)
Cited by two other publications
Fazzi, Fabiana, Elisa Da Lio & Sofia Guzzon
This list is based on CrossRef data as of 10 january 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
Main BIC Subject
CJA: Language teaching theory & methods
Main BISAC Subject
LAN010000: LANGUAGE ARTS & DISCIPLINES / Literacy