Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges
By Carolin Fuchs, Andreas Müller-Hartmann. Language Learning & Technology, 2012
107 citations recorded by the source corpus.
This contribution presents findings from two empirical case studies, which followed a task-based telecollaborative learning format. Participants included student teacher trainees, tutors, and language learners from colleges/universities in Germany, Poland, the United Kingdom, and the United States. The projects aimed at promoting learner autonomy through awareness raising of modes and meaning-making online and multiliteracy skills development based on hands-on analysis of web resources and social networking tools. It was hoped that this awareness would foster the teachers' own autonomy in virtual learning environments and enable them to design tasks which—in turn—would promote learner autonomy as understood by Palfreyman (2006): the informed use of a range of interacting resources in context. We argue that this awareness is reflected in enhanced multimodal communicative competence, i.e., “the ability to understand the combined potential of various modes for making meaning” (Royce, 2002, p. 92), and multiliteracy, with the latter allowing teachers and learners to realize the potential of blended and online only settings for language acquisition purposes. Ideally then, while becoming gradually more versed in multimodality and multiliteracy, learners can also take over more control and self-direct their own learning when working online (Benson, 2001) which are also characteristics of autonomy.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/00634f2ad060f5efc50e1a8f749d1fd2416aa5a0
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Citations in the corpus
- Promoting cross-cultural understanding and language use in research-oriented Internet-mediated intercultural exchange (2016, result): “Consistent with recent research in intercultural projects (Carlorosi et al., 2008; Fuchs et al., 2012; Hauck, 2007; Hauck & Lewis, 2007; Lewis et al., 2011; Stickler & Emke, 2011), the participants in the multilateral exchange acted as mediators between cultures.”