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Part of
Digital Social Reading and Second Language Learning and Teaching
Edited by Joshua J. Thoms and Kristen Michelson
[AILA Applied Linguistics Series 21] 2024
► pp. 153–178

Chapter 7
Developing digital social reading in source‑based writing

A second language teaching and learning account

| Bartin University
| University of South Florida
This chapter introduces eight digital social reading tasks to facilitate second language source-based reading and writing (Hirvela & 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.
Article outline
  • Introduction
  • Online collaborative reading in second language teaching and learning
  • Digital social reading tasks
    • Noticing grammatical structures
    • Applying vocabulary glossing
    • Instigating reading content conversations
    • Engaging critical thinking on arguments
    • Making inferences
    • Dissecting model texts
    • Reconstructing ideas
    • Crafting source-based writing
  • Challenges and pedagogical implications
  • Conclusion
  • References
This content is being prepared for publication; it may be subject to changes.
References (60)
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