854030330 03 01 01 JB John Benjamins Publishing Company 01 JB code AALS 21 Eb 15 9789027246370 06 10.1075/aals.21 13 2024031935 DG 002 02 01 AALS 02 1875-1113 AILA Applied Linguistics Series 21 01 aals.21 01 https://benjamins.com 02 https://benjamins.com/catalog/aals.21 1 B01 Joshua J. Thoms Thoms, Joshua J. Joshua J. Thoms Utah State University 2 B01 Kristen Michelson Michelson, Kristen Kristen Michelson Texas Tech University 01 eng 205 ix 190 + index LAN010000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 24 JB Subject Scheme LIN.BIL Multilingualism 24 JB Subject Scheme LIN.WRIT Writing and literacy 06 01 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. 04 09 01 https://benjamins.com/covers/475/aals.21.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027218131.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027218131.tif 06 09 01 https://benjamins.com/covers/1200_front/aals.21.hb.png 07 09 01 https://benjamins.com/covers/125/aals.21.png 25 09 01 https://benjamins.com/covers/1200_back/aals.21.hb.png 27 09 01 https://benjamins.com/covers/3d_web/aals.21.hb.png 10 01 JB code aals.21.toc v vi 2 Miscellaneous 1 10 01 JB code aals.21.bio vii x 4 Miscellaneous 2 10 01 JB code aals.21.01mic 1 19 19 Chapter 3 1 A01 Kristen Michelson Michelson, Kristen Kristen Michelson Texas Tech University 2 A01 Joshua J. Thoms Thoms, Joshua J. Joshua J. Thoms Utah Tech University 01 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 &#38; Thorne, 2017; Paesani, Allen, &#38; Dupuy, 2016; Warner &#38; 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. 10 01 JB code aals.21.p01 21 1 Section header 4 10 01 JB code aals.21.02bur 22 47 26 Chapter 5 1 A01 Elif Burhan-Horasanli Burhan-Horasanli, Elif Elif Burhan-Horasanli Ted University, Ankara 01 Digital annotation tools (DATs) are one of the recent digital platforms in which multiple users can read and annotate a shared document. Scholars have explored the use and impacts of DATs on peer interaction and documented that collaborative annotation enables a more learner-centered academic space where students can facilitate peer learning and socialization. The present study, on the other hand, shifts the focus and explores the roles of peer interaction to document three multilingual doctoral students’ micro-level positioning identities in a semester-long DAT activity. The study’s data involved students’ collaborative annotations on 11 scholarly articles, semi-structured interviews, and demographic information questionnaires. The data were analyzed with discourse analysis techniques. Findings indicate that students’ previous teaching experiences, linguistic and educational backgrounds, and research interests shaped their annotation behaviors and discursive choices and thus led to taking different positioning identities. The study offers pedagogical implications that might cultivate and foster quality peer interaction and involvement in collaborative DAT activities. 10 01 JB code aals.21.03lyn 48 73 26 Chapter 6 1 A01 Claudia Baska Lynn Lynn, Claudia Baska Claudia Baska Lynn University of Pennsylvania 2 A01 Sibel Sayili-Hurley Sayili-Hurley, Sibel Sibel Sayili-Hurley University of Pennsylvania 01 This exploratory study reports on digital social reading (DSR) interactions in an advanced collegiate German course. Using a stancetaking perspective, we examine how learners linguistically conceptualize, discuss, and draw on historical thinking strategies of continuity and change to evaluate historical, social, and cultural patterns in texts and how their interactions mediate peer-to-peer learning. Preliminary findings suggest that DSR can mediate peer-to-peer interaction in a critical content-based course. We conclude with suggestions for future research and teaching. The results of this study indicate that an interactional analysis of stancetaking can help researchers and instructors understand how such peer-to-peer mediation of disciplinary language and thinking approaches emerges in DSR. 10 01 JB code aals.21.04bly 74 101 28 Chapter 7 1 A01 Carl S. Blyth Blyth, Carl S. Carl S. Blyth The University of Texas at Austin 01 This chapter describes the distinctive state of mind of <i>Mindfulness</i> (also referred to as Contemplation) and argues for its inclusion in Multiliteracies pedagogy (Cope &#38; Kalantzis, 2015). <i>Contemplative literacy practices</i> encourage instructors and learners to focus on the present moment, thereby deepening our understanding of reading and writing as processes. More specifically, the chapter reports on a Multiliteracies-inspired college-level course entitled “Narrating the Multilingual Self” during which L2 learners of French were guided to tell their “multilingual life story” (Edwards, 2019). Based on the premise that learners become the autobiographical narratives they construct about themselves, the course explored the diverse, intersectional experiences of French-speaking multilinguals. Following Barbezat and Bush (2014), contemplative reading and writing activities were employed to heighten the learners’ awareness of their own multilingual subjectivities and identities. In contrast to traditional digital social reading (DSR) assignments, contemplative forms of literacy oblige learners to “slow things down” by annotating, reading aloud and reflecting on the meanings and feelings engendered by texts. Similarly, contemplative digital writing (DSW) activities include freewriting, journaling, and annotating to promote greater self-awareness of meaning-making as a personal, creative act. 10 01 JB code aals.21.p02 103 1 Section header 8 10 01 JB code aals.21.05law 104 127 24 Chapter 9 1 A01 Jim Law Law, Jim Jim Law Brigham Young University 2 A01 David Barny Barny, David David Barny The University of Texas at Austin 3 A01 Rachel Dorsey Dorsey, Rachel Rachel Dorsey The University of Texas at Austin 01 Data from L2 digital social reading (DSR) can reveal textual features that increase literary discussion, with text difficulty shown to be a key inhibiting factor. Using DSR, 200 beginning university French students annotated lyrics to six songs of varying difficulty, with words beyond students’ expected proficiency levels glossed in English. No inverse relationship was found between four measures of text difficulty and the use of literary affordances, suggesting that glossing effectively allows beginning French learners to engage in literary discussion of texts through DSR beyond their current proficiency level. Analysis of other textual features leads to recommendations that teachers of beginning L2 learners hoping to maximize literary discussion should prioritize multimedia texts with cultural specificity and should embrace texts of higher difficulty provided that glosses are added as needed. 10 01 JB code aals.21.06poo 128 152 25 Chapter 10 1 A01 Frederick J. Poole Poole, Frederick J. Frederick J. Poole Michigan State University 2 A01 Joshua J. Thoms Thoms, Joshua J. Joshua J. Thoms Utah Tech University 01 In this chapter, we put forth an exploratory approach for using digital social reading (DSR) tools and activities to develop and implement performance-based assessments. We argue that by planning tasks for assessment purposes within an assessment for learning framework, second language (L2) educators can systematically collect formative data to make better evaluations of student proficiency levels. In addition, we demonstrate how DSR tools can facilitate this approach to classroom-based assessments. Drawing on data collected from two earlier studies in Chinese L2 classrooms, we demonstrate how engagement with DSR tools can provide evidence of reading proficiency at different levels. We also provide recommendations for designing DSR tasks using the evidence-centered design framework (Yin &#38; Mislevy, 2021) and illustrate how these tasks can be expanded into Integrated Performance Assessments that evaluate other modes of communication, in addition to interpretive reading. 10 01 JB code aals.21.07kar 153 178 26 Chapter 11 1 A01 Inanç Karagöz Karagöz, Inanç Inanç Karagöz Bartin University 2 A01 John I. Liontas Liontas, John I. John I. Liontas University of South Florida 01 This chapter introduces eight digital social reading tasks to facilitate second language source-based reading and writing (Hirvela &#38; Du, 2013): noticing grammatical structures, applying vocabulary glossing, instigating conversations on reading content, engaging critical thinking on arguments, making inferences, dissecting model texts, reconstructing ideas, and crafting source-based writing. They aim to support learners in acquiring grammatical forms and vocabulary for writing, constructing topical knowledge, and transforming reading-derived knowledge into writing. The tasks are divided into three phases of increasing complexity, which serve as support mechanisms and formative assessment points. Sample prompts are provided for each phase to guide students in showcasing their thinking on the source texts. 10 01 JB code aals.21.08mic 179 192 14 Chapter 12 1 A01 Kristen Michelson Michelson, Kristen Kristen Michelson Texas Tech University 01 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. 10 01 JB code aals.21.index 193 1 Miscellaneous 13 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 02 October 2024 20241015 2024 John Benjamins B.V. 02 WORLD 13 15 9789027218131 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 10 20241015 01 00 115.00 EUR R 01 00 97.00 GBP Z 01 gen 00 149.00 USD S 899030329 03 01 01 JB John Benjamins Publishing Company 01 JB code AALS 21 Hb 15 9789027218131 13 2024031934 BB 01 AALS 02 1875-1113 AILA Applied Linguistics Series 21 01 aals.21 01 https://benjamins.com 02 https://benjamins.com/catalog/aals.21 1 B01 Joshua J. Thoms Thoms, Joshua J. Joshua J. Thoms Utah State University 2 B01 Kristen Michelson Michelson, Kristen Kristen Michelson Texas Tech University 01 eng 205 ix 190 + index LAN010000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 24 JB Subject Scheme LIN.BIL Multilingualism 24 JB Subject Scheme LIN.WRIT Writing and literacy 06 01 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. 04 09 01 https://benjamins.com/covers/475/aals.21.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027218131.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027218131.tif 06 09 01 https://benjamins.com/covers/1200_front/aals.21.hb.png 07 09 01 https://benjamins.com/covers/125/aals.21.png 25 09 01 https://benjamins.com/covers/1200_back/aals.21.hb.png 27 09 01 https://benjamins.com/covers/3d_web/aals.21.hb.png 10 01 JB code aals.21.toc v vi 2 Miscellaneous 1 10 01 JB code aals.21.bio vii x 4 Miscellaneous 2 10 01 JB code aals.21.01mic 1 19 19 Chapter 3 1 A01 Kristen Michelson Michelson, Kristen Kristen Michelson Texas Tech University 2 A01 Joshua J. Thoms Thoms, Joshua J. Joshua J. Thoms Utah Tech University 01 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 &#38; Thorne, 2017; Paesani, Allen, &#38; Dupuy, 2016; Warner &#38; 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. 10 01 JB code aals.21.p01 21 1 Section header 4 10 01 JB code aals.21.02bur 22 47 26 Chapter 5 1 A01 Elif Burhan-Horasanli Burhan-Horasanli, Elif Elif Burhan-Horasanli Ted University, Ankara 01 Digital annotation tools (DATs) are one of the recent digital platforms in which multiple users can read and annotate a shared document. Scholars have explored the use and impacts of DATs on peer interaction and documented that collaborative annotation enables a more learner-centered academic space where students can facilitate peer learning and socialization. The present study, on the other hand, shifts the focus and explores the roles of peer interaction to document three multilingual doctoral students’ micro-level positioning identities in a semester-long DAT activity. The study’s data involved students’ collaborative annotations on 11 scholarly articles, semi-structured interviews, and demographic information questionnaires. The data were analyzed with discourse analysis techniques. Findings indicate that students’ previous teaching experiences, linguistic and educational backgrounds, and research interests shaped their annotation behaviors and discursive choices and thus led to taking different positioning identities. The study offers pedagogical implications that might cultivate and foster quality peer interaction and involvement in collaborative DAT activities. 10 01 JB code aals.21.03lyn 48 73 26 Chapter 6 1 A01 Claudia Baska Lynn Lynn, Claudia Baska Claudia Baska Lynn University of Pennsylvania 2 A01 Sibel Sayili-Hurley Sayili-Hurley, Sibel Sibel Sayili-Hurley University of Pennsylvania 01 This exploratory study reports on digital social reading (DSR) interactions in an advanced collegiate German course. Using a stancetaking perspective, we examine how learners linguistically conceptualize, discuss, and draw on historical thinking strategies of continuity and change to evaluate historical, social, and cultural patterns in texts and how their interactions mediate peer-to-peer learning. Preliminary findings suggest that DSR can mediate peer-to-peer interaction in a critical content-based course. We conclude with suggestions for future research and teaching. The results of this study indicate that an interactional analysis of stancetaking can help researchers and instructors understand how such peer-to-peer mediation of disciplinary language and thinking approaches emerges in DSR. 10 01 JB code aals.21.04bly 74 101 28 Chapter 7 1 A01 Carl S. Blyth Blyth, Carl S. Carl S. Blyth The University of Texas at Austin 01 This chapter describes the distinctive state of mind of <i>Mindfulness</i> (also referred to as Contemplation) and argues for its inclusion in Multiliteracies pedagogy (Cope &#38; Kalantzis, 2015). <i>Contemplative literacy practices</i> encourage instructors and learners to focus on the present moment, thereby deepening our understanding of reading and writing as processes. More specifically, the chapter reports on a Multiliteracies-inspired college-level course entitled “Narrating the Multilingual Self” during which L2 learners of French were guided to tell their “multilingual life story” (Edwards, 2019). Based on the premise that learners become the autobiographical narratives they construct about themselves, the course explored the diverse, intersectional experiences of French-speaking multilinguals. Following Barbezat and Bush (2014), contemplative reading and writing activities were employed to heighten the learners’ awareness of their own multilingual subjectivities and identities. In contrast to traditional digital social reading (DSR) assignments, contemplative forms of literacy oblige learners to “slow things down” by annotating, reading aloud and reflecting on the meanings and feelings engendered by texts. Similarly, contemplative digital writing (DSW) activities include freewriting, journaling, and annotating to promote greater self-awareness of meaning-making as a personal, creative act. 10 01 JB code aals.21.p02 103 1 Section header 8 10 01 JB code aals.21.05law 104 127 24 Chapter 9 1 A01 Jim Law Law, Jim Jim Law Brigham Young University 2 A01 David Barny Barny, David David Barny The University of Texas at Austin 3 A01 Rachel Dorsey Dorsey, Rachel Rachel Dorsey The University of Texas at Austin 01 Data from L2 digital social reading (DSR) can reveal textual features that increase literary discussion, with text difficulty shown to be a key inhibiting factor. Using DSR, 200 beginning university French students annotated lyrics to six songs of varying difficulty, with words beyond students’ expected proficiency levels glossed in English. No inverse relationship was found between four measures of text difficulty and the use of literary affordances, suggesting that glossing effectively allows beginning French learners to engage in literary discussion of texts through DSR beyond their current proficiency level. Analysis of other textual features leads to recommendations that teachers of beginning L2 learners hoping to maximize literary discussion should prioritize multimedia texts with cultural specificity and should embrace texts of higher difficulty provided that glosses are added as needed. 10 01 JB code aals.21.06poo 128 152 25 Chapter 10 1 A01 Frederick J. Poole Poole, Frederick J. Frederick J. Poole Michigan State University 2 A01 Joshua J. Thoms Thoms, Joshua J. Joshua J. Thoms Utah Tech University 01 In this chapter, we put forth an exploratory approach for using digital social reading (DSR) tools and activities to develop and implement performance-based assessments. We argue that by planning tasks for assessment purposes within an assessment for learning framework, second language (L2) educators can systematically collect formative data to make better evaluations of student proficiency levels. In addition, we demonstrate how DSR tools can facilitate this approach to classroom-based assessments. Drawing on data collected from two earlier studies in Chinese L2 classrooms, we demonstrate how engagement with DSR tools can provide evidence of reading proficiency at different levels. We also provide recommendations for designing DSR tasks using the evidence-centered design framework (Yin &#38; Mislevy, 2021) and illustrate how these tasks can be expanded into Integrated Performance Assessments that evaluate other modes of communication, in addition to interpretive reading. 10 01 JB code aals.21.07kar 153 178 26 Chapter 11 1 A01 Inanç Karagöz Karagöz, Inanç Inanç Karagöz Bartin University 2 A01 John I. Liontas Liontas, John I. John I. Liontas University of South Florida 01 This chapter introduces eight digital social reading tasks to facilitate second language source-based reading and writing (Hirvela &#38; Du, 2013): noticing grammatical structures, applying vocabulary glossing, instigating conversations on reading content, engaging critical thinking on arguments, making inferences, dissecting model texts, reconstructing ideas, and crafting source-based writing. They aim to support learners in acquiring grammatical forms and vocabulary for writing, constructing topical knowledge, and transforming reading-derived knowledge into writing. The tasks are divided into three phases of increasing complexity, which serve as support mechanisms and formative assessment points. Sample prompts are provided for each phase to guide students in showcasing their thinking on the source texts. 10 01 JB code aals.21.08mic 179 192 14 Chapter 12 1 A01 Kristen Michelson Michelson, Kristen Kristen Michelson Texas Tech University 01 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. 10 01 JB code aals.21.index 193 1 Miscellaneous 13 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 02 October 2024 20241015 2024 John Benjamins B.V. 02 WORLD 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 10 20241015 01 02 JB 1 00 115.00 EUR R 02 02 JB 1 00 121.90 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 10 20241015 02 02 JB 1 00 97.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 10 20241015 01 gen 02 JB 1 00 149.00 USD