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In:Digital Social Reading and Second Language Learning and Teaching:
Edited by Joshua J. Thoms and Kristen Michelson
[AILA Applied Linguistics Series 21] 2024
► pp. 1–19

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Chapter 1
Introduction

 | Texas Tech University
 | Utah State University
Published online: 17 October 2024
DOI logo with link
https://doi.org/10.1075/aals.21.01mic
Abstract
Over the last decade, the fields of applied linguistics and second language education have seen a renewed interest in socially oriented perspectives on second language (L2) learning and teaching (Dubreil & Thorne, 2017; Paesani, Allen, & Dupuy, 2016; Warner & Michelson, 2018). Similarly, researchers working in the field of computer assisted language learning have increasingly examined digitally-mediated communication and collaborative online learning with respect to language and literacy development (e.g., Kern, 2021; González-Lloret, 2020) given the ubiquitous nature of technological tools in the social and academic lives of students at all levels of education. Traditional notions of literacy continue to be re-conceptualized due to the myriad ways in which texts are produced, accessed, and interpreted. The aforementioned changes have had significant impacts on L2 reading as technologies such as digital annotation tools have afforded students and teachers to re-envision L2 reading as a more social/collaborative activity. This introductory chapter therefore begins with definitions of some key terms and a brief overview of empirical work related to digital social reading (DSR) in L2 learning and teaching contexts carried out over the last decade. Next, we include information about the theoretical perspectives that frame the work included in the book. We then provide a brief summary of each chapter.
Article outline
  • Introduction
  • Literature review
  • Theoretical framings
  • Organization of book
  • References
References (55)
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