Manual The Routledge Handbook of Literacy Studies

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Students collectively annotate each reading — asking questions, responding to each other's questions, or sharing other perspectives or knowledge. Perusall's novel data analytics automatically grade these annotations to ensure that students complete the reading, and as an instructor, you get a classroom of fully prepared students every time.

Perusall provides you with a simple "confusion report" that summarizes areas your students misunderstood, disagreed with each other about, or were most engaged with — along with examples of the best annotations, so you can call out specific questions or individuals in class. Perusall encourages students to continue the conversation about the text even after they log off; when other students answer their questions, Perusall sends them an email summary, with the ability to respond without leaving their email client or smartphone.

There is no cost to use Perusall beyond the cost of purchasing the book. Note: Students must purchase through Perusall to access the book in Perusall. Students can purchase online using a credit card, or your university's bookstore can order access codes from Perusall for students to purchase at the bookstore. Learn more. The Handbook is divided into eight sections: The foundations of literacy studies Space-focused approaches Time-focused approaches Multimodal approaches Digital approaches Hermeneutic approaches Making meaning from the everyday Co-constructing literacies with communities This is the first handbook of literacy studies to recognise new trends and evolving trajectories together with a focus on radical epistemologies of literacy.

The chapter also forecasts future perspectives. Lee explore key theoretical perspectives on the role of age, gender and learner identities in CALL research and practice. After discussing theoretical approaches, the authors explore implications that learner variables have for technology-mediated language learning.

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The authors call for developing more dynamic conceptions of learner identity. In his contribution, Godwin-Jones identifies the potential of online exchanges and ensuing computer-mediated communication for developing a deeper, intercultural perspective onto the culture under study. In the initial part, the authors identify different types of technology-enhanced language learning contexts and the challenges they pose.

Attention is given to the role of specific local educational contexts and the remedial role of technology in those local contexts where opportunities for teacher education remain scarce. The authors begin with definitions and examples of such limitations, followed by a discussion of how they relate to various media and how relationships between them reflect various languages and cultures.

Kern and Malinowski recognise teacher education as a strong launching pad for educational change. The chapter concludes with a prediction of the boundaries which are yet to emerge. The author examines available online opportunities including MOOCs, professional associations, and available communities of practice. The final section discusses the role of standards in teacher education and sketches the prospects for its future.

The authors define the concept of sustainability and provide a review of related literature. Finally, they propose a four-pillar systematic view of sustainable CALL. This part begins with Chapter 17, in which Francesca Helm and Sarah Guth guide the reader from a discussion of several theoretical frameworks for and models of telecollaboration to a practical consideration of challenges involved in planning and implementing it in higher education.

The chapter concludes with suggestions for future normalisation of telecollaboration as a mainstream academic practice.

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The authors investigate current pedagogical practices and examine motivation and user profiles, development of socio-pragmatic competence, and identity issues as the primary contributions from research-based studies. She explores individuality and collectivity as important dynamics involved in the teaching of writing and addresses implications that CSCW has for teacher education.

The author urges CALL practitioners and researchers to reconsider the very nature of technology-mediated writing and the related concept of literacy. In her investigation of the potentials of IWB for language education, she draws on theories of SLA and the findings of prominent research studies. Importantly, the author revisits the competencies required of language teachers to use IWBs in compliance with current theories of language pedagogy.

The author explores applicable theories and provides suggestions as to how mobile devices can be implemented in language education. He also outlines the key considerations emerging from related research and puts forward ideas about the future of mobile learning. The author describes significant features of the major virtual worlds that have a history of being employed for language learning. He then takes a critical look at 14 learner-based studies, highlighting not only the positive but also negative findings.

The chapter concludes with a discussion of a number of areas identified as promising for future investigation. Pete Sharma and Kevin Westbrook build Chapter 23 on theoretical underpinnings of both learning modes, and then offer a thorough overview of related practicalities. It contains six insightful contributions addressing various aspects of language corpora. It begins with Chapter 24, in which Martin Warren highlights the key principles of DDL and addresses it as a form of self-directed learning. The chapter provides examples of classroom application of DDL followed by a critical analysis of its strengths and limitations.

The authors outline key findings from research into spoken corpora and use a case study to investigate pedagogical implications of using spoken corpora for language learning. She highlights the benefits of using a written corpus, in particular a pedagogical one, in helping learners upgrade their writing skills. The author puts a strong emphasis on pedagogical solutions and points to the challenges of integrating corpora into the teaching of writing. She investigates language corpora as input for a range of learner resources such as grammar books, dictionaries, or automated annotation.

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She also points to the role of corpus input as a teacher training resource for non-native language teachers. The chapter encompasses a thorough discussion of various types of language corpora and their pedagogical applications. The selection includes general, specialised, parallel, historical, and multimodal corpora. The authors conclude the chapter by discussing future directions predicted in the field.

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In Chapter 30 , Jonathon Reinhardt and Steve Thorne suggest approaching gaming through the "game as method" metaphor. In their discussion they examine several correspondences between game design and L2 design, namely goal-orientation, interaction or interactivity, feedback, context, and motivation.

Finally, the authors examine digital games through the lens of L2 learning theories. They situate them within SLA theory and practice, and explore their utility in language learning and teaching. In Chapter 32 she addresses all the key issues related to gaming used in and outside of school, starting with a look back at the pioneering work on gaming and language learning, followed by a discussion of game genres, and finishing with an examination of the pedagogical implications of using games to teach young language learners.

In this regard, Li Li investigates the potentials of available technologies for addressing lexical and grammatical features of language learning. In Chapter 33 , the author discusses the benefits of CALL in lexico-grammatical acquisition and, having presented the principles of integrating CALL tools in these language areas, reviews a collection of dedicated tools. The author provides theoretical underpinnings which serve as background to an overview of technologies applied to the teaching of reading and writing.

Due attention is given to related challenges—namely interaction, feedback, and group dynamics. First, the use of recorded audio in language learning is investigated through a historical lens, which is then replaced with a pedagogical one.

Then, the authors explore a selection of technology tools designed for facilitating the development of oral and aural skills. The authors clarify all the key concepts, investigate the potential of multimodality in language acquisition, and address the issues of cognitive overload and polyfocality of attention. The chapter also explores the issue of learners' multimodal competence and argues for teacher trainers to give greater consideration to the development of teachers' semio-pedagogical competence.

The authors introduce the reader to the field, discuss the provision of corrective feedback, and automated writing evaluation, lexical glosses and electronic dictionaries.

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They also outline the main considerations for the research and development of computational parsers and grammars. The authors critically evaluate the effectiveness of the system and its integration into formal classroom teaching. Since CALL is an incredibly rich and diversified research area which is continuously branching off in response to booming technologies, a regular scrutiny and re-examination of all the related fields is essential.

This volume, edited by Farr and Murray, is a timely response to this pressing need as it covers virtually all the major fields of computer-enhanced language learning, from the already well-established areas of Computer-Mediated Communication or CALL-responsive teacher education to the relatively emerging areas of gaming, mobile learning, or multimodal pedagogy, to mention but a few examples. Indeed, the authors' intention to address the needs of readers representing various levels of expertise is evident throughout the volume, in which the breadth of theoretical perspectives is successfully married to a very consistent pedagogical angle.

Practically all the contributors put a strong emphasis on pedagogically sound uses of technology, their integration with existing practices, ensuing challenges and limitations, and subsequent implications for language teachers.