L2 Literacy and the Design of the Self: A Case Study of a Teenager Writing on the Internet

By Wan Shun Eva Lam. 2000

363 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/8720c86ff8ad663e459c781af0dd68e8e1cda1c6

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Citations in the corpus

A Review of the “Digital Turn” in the New Literacy Studies (2010, background): “…youth engagement in e-zine (electronic magazine) and journal communities (Guzzetti & Gamboa, 2005), social networking via online chat (Shun & Lam, 2000), instant messaging (G. E. Jacobs, 2004; Lee, 2007; Lewis & Fabos, 2005), digital storytelling (Hull & Nelson, 2005), and video game play…”
Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos (2018, background): “Within the field of literacy, the in- depth study of single cases “helps illuminate the situated nature of learning to read and write, and the complexity of individual persons and the practices of literacy” (Lam, 2000, p. 465).”
A Look at the Research on Computer-Based Technology Use in Second Language Learning (2002, background): “…theoretical frameworks were presented in the other 2•) studies (Blake, 2000; Brett, 1997; Chun, 1994; Grace, 2000; Kang & Dennis, 1995; Kasper, 2000; Lam, 2000; Lee, 1997; Liu, 1995; Liu & Reed, 1994, 1995; Merlet, 2000; Meskill, 1993; Meunier, 1995-1996; Nagata, 1997; Plass, Chun, Mayer, &…”
The impact of online use of English on motivation to learn (2020, background): “In the advanced economies of the west, young people’s personal lives are replete with technology, but in urban centers everywhere, and even in many rural districts of the developing world, a great many have access to a smartphone connected to the web. Millennial learners of language (especially of E”
Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming (2009, background): “Additionally, experienced players used more specialized gaming language conventions that included emoticons, acronyms and abbreviations, and scripted emotes (the latter describing preprogrammed scripts used to express paralinguistic cues, actions, and emotional states such as nodding, laughter, faci”
Language, Culture, and Identity in Online Fanfiction (2006, background): “Save for a few studies (Lam, 2000, 2004, 2005; Yi, 2005), there has been little inquiry into the roles of popular and fan culture in the online literacy and social practices of English language learning youth.”
Changing Communicative Needs, Revised Assessment Objectives: Testing English as an International Language (2006, background): “Lam (2000) found that a Chinese American student who was defined as limited English proficient in the classroom negotiated diverse varieties with his Internet buddies from other countries as they successfully discussed topics in pop and teen culture.”
A Social Tool: Why and How ESOL Students Use Facebook. (2012, background): “However, relatively few studies to date have investigated language usage on SNSs (Hindujaa & Patchin, 2008; Lam, 2000; Lam, 2009; Lampe, Ellison & Steinfeld, 2007; Lee, 2006; McGinnis et al., 2007; Stevenson & Liu, 2010; Thelwall, 2008).”
The Relationship between Second Language Acquisition Theory and Computer-Assisted Language Learning. (2009, background): “Technology researchers like Kramsch and Thorne (2002), Lam (2000), Thorne (2003), and Warschauer (1999) have pointed out that learning through technology depends critically on learners’ access to and use of technology, factors controlled by circumstances that may be only partly under the learner’s…”
Massively Multiplayer Online Video Gaming as Participation in a Discourse (2006, methodology): “By design, virtual worlds such as Lineage provide a “highly visible medium for the scripting of social roles” (Lam, 2000, p. 474), leaving it up to individual gamers what kind of virtual someone they want to craft themselves to be.”