This exploratory study analyzes the digital literacy practices that resulted from learner-learner interactions within a virtual environment when collaboratively reading eighteen Spanish poems via a digital annotation tool over a four-week period in a college-level Hispanic literature course. Using an ecological theoretical perspective and centering on the affordance construct (van Lier, 2004), we investigate how linguistic characteristics of the poems affect the nature of learners’ annotations and also analyze how learners’ written comments/annotations change over time when engaging in L2 social reading. Findings suggest that when the lexical diversity of the poems increased, the number of literary affordances ...
Results in L2 Journal Articles
This essay examines textual engagement of two students during a Multiliteracies lesson on a French poem (Liberté, Paul Eluard) in terms of the multilingual subject (Kramsch, 2009) and the authentic speaker (Van Compernolle, 2016). The case studies are based on personal data: (1) the students’ autobiographies written on the first day of the course; (2) the transcript of their annotated comments about the poem; (3) their essays comparing the French poem to an English translation; and (4) their retrospective analysis about the effects of the multiliteracies lesson and course. The essay begins with a review of the Multiliteracies Framework, and the concepts of the multilingual subject and the authentic speaker. Next, the essay turns to ...
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