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Language education in digital spaces...

Dooly, Melinda.

Language education in digital spacesperspectives on autonomy and interaction /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Language education in digital spacesedited by Carolin Fuchs, Mirjam Hauck, Melinda Dooly.
Reminder of title:	perspectives on autonomy and interaction /
other author:	Fuchs, Carolin.
Published:	Cham :Springer International Publishing :2021.
Description:	ix, 230 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Language and languagesStudy and teaching
Online resource:	https://doi.org/10.1007/978-3-030-74958-3
ISBN:	9783030749583$q(electronic bk.)

Language education in digital spacesperspectives on autonomy and interaction /
Language education in digital spacesperspectives on autonomy and interaction /[electronic resource] :edited by Carolin Fuchs, Mirjam Hauck, Melinda Dooly. - Cham :Springer International Publishing :2021. - ix, 230 p. :ill., digital ;24 cm. - Educational linguistics,volume 522215-1656 ;. - Educational linguistics ;v.15..

Chapter 1. Introduction -- Chapter 2. Learning, Working and Playing Online: University Students' Practices when Collaborating in Social Media. Chapter 3. Exploring Self-Regulated Learning Through Flipped Instruction with Digital Technologies: An Intermediate Spanish Course -- Chapter 4. Supporting Autonomy in an Exam-Based Context: Results from a Hong Kong-U.S. Telecollaboration -- Chapter 5. Where Multimodal Literacy Meets Online Language Learner Autonomy: "Digital Resources Give Us Wings" -- Chapter 6. From Autonomous Learners to Self-Directed Teachers in Telecollaboration: Teachers Look Back and Reflect -- Chapter 7. Learner and Teacher Autonomy Through Virtual Exchange: The Use of Videoconferencing Recorded Sessions as Stimuli for Reflection -- Chapter 8. Structured Reflection to Support Pre-Service Language Teachers' Autonomy Development -- Chapter 9. Learnful L2 Gaming: The Wisdom of the Wild -- Chapter 10. Apps for Informal Autonomous Language Learning: An Autoethnography -- Chapter 11. Afterword.

This book brings together contributions on learner autonomy from a myriad of contexts to advance our understanding of what autonomous language learning looks like with digital tools, and how this understanding is shaped by and can shape different socio-institutional, curricular, and instructional support. To this end, the individual contributions in the book highlight practice-oriented, empirically-based research on technology-mediated learner autonomy and its pedagogical implications. They address how technology can support learner autonomy as process by leveraging the affordances available in social media, virtual exchange, self-access, or learning in the wild (Hutchins, 1995) The rapid evolution and adoption of technology in all aspects of our lives has pushed issues related to learner and teacher autonomy centre stage in the language education landscape. This book tackles emergent challenges from different perspectives and diverse learning ecologies with a focus on social and educational (in)equality. Specifically, to this effect, the chapters consider digital affordances of virtual exchange, gaming, and apps in technology-mediated language learning and teaching ranging from instructed and semi-instructed to self-instructed contexts. The volume foregrounds the concepts of critical digital literacy and social justice in relation to language learner and teacher autonomy and illustrates how this approach may contribute to institutional objectives for equality, diversity and inclusion in higher education around the world and will be useful for researchers and teachers alike.

ISBN: 9783030749583$q(electronic bk.)

Standard No.: 10.1007/978-3-030-74958-3doiSubjects--Topical Terms:

807651
Language and languages
--Study and teaching

LC Class. No.: P53

Dewey Class. No.: 407.1

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505 0 $a Chapter 1. Introduction -- Chapter 2. Learning, Working and Playing Online: University Students' Practices when Collaborating in Social Media. Chapter 3. Exploring Self-Regulated Learning Through Flipped Instruction with Digital Technologies: An Intermediate Spanish Course -- Chapter 4. Supporting Autonomy in an Exam-Based Context: Results from a Hong Kong-U.S. Telecollaboration -- Chapter 5. Where Multimodal Literacy Meets Online Language Learner Autonomy: "Digital Resources Give Us Wings" -- Chapter 6. From Autonomous Learners to Self-Directed Teachers in Telecollaboration: Teachers Look Back and Reflect -- Chapter 7. Learner and Teacher Autonomy Through Virtual Exchange: The Use of Videoconferencing Recorded Sessions as Stimuli for Reflection -- Chapter 8. Structured Reflection to Support Pre-Service Language Teachers' Autonomy Development -- Chapter 9. Learnful L2 Gaming: The Wisdom of the Wild -- Chapter 10. Apps for Informal Autonomous Language Learning: An Autoethnography -- Chapter 11. Afterword.
520 $a This book brings together contributions on learner autonomy from a myriad of contexts to advance our understanding of what autonomous language learning looks like with digital tools, and how this understanding is shaped by and can shape different socio-institutional, curricular, and instructional support. To this end, the individual contributions in the book highlight practice-oriented, empirically-based research on technology-mediated learner autonomy and its pedagogical implications. They address how technology can support learner autonomy as process by leveraging the affordances available in social media, virtual exchange, self-access, or learning in the wild (Hutchins, 1995) The rapid evolution and adoption of technology in all aspects of our lives has pushed issues related to learner and teacher autonomy centre stage in the language education landscape. This book tackles emergent challenges from different perspectives and diverse learning ecologies with a focus on social and educational (in)equality. Specifically, to this effect, the chapters consider digital affordances of virtual exchange, gaming, and apps in technology-mediated language learning and teaching ranging from instructed and semi-instructed to self-instructed contexts. The volume foregrounds the concepts of critical digital literacy and social justice in relation to language learner and teacher autonomy and illustrates how this approach may contribute to institutional objectives for equality, diversity and inclusion in higher education around the world and will be useful for researchers and teachers alike.
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