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. v–vi
Published online: 17 October 2024
https://doi.org/10.1075/aals.21.toc
https://doi.org/10.1075/aals.21.toc
Table of contents
List of contributors
vii
Chapter 1.Introduction
1
Kristen Michelson
Joshua J. Thoms
Section I.Focusing on learners
21Chapter 2.Examining graduate students’ positioning identities in collaborative digital annotation tools
22
Elif Burhan-Horasanlı
Chapter 3.Critical historical literacy in world languages through digital social
reading
48
Claudia Baska Lynn
Sibel Sayılı-Hurley
Chapter 4.Incorporating mindfulness into multiliteracies pedagogy: Contemplative digital social reading and writing
74
Carl Blyth
Section II.Texts, tasks, and teachers
103Chapter 5.Addressing text difficulty in novice L2 digital social reading
104
James Law
David Barny
Rachel Dorsey
Chapter 6.Digital social reading annotations as evidence of L2 proficiency
128
Frederick J. Poole
Joshua J. Thoms
Chapter 7.Developing digital social reading in source-based writing: A second language teaching and learning account
153
Inanç Karagöz
John I. Liontas
Chapter 8.Conclusion: Insights for research and praxis around DSR
179
Kristen Michelson
Index
193
