文章基本信息

标题：PROMOTING LEARNER AUTONOMY THROUGH MULTILITERACYSKILLS DEVELOPMENT IN CROSS-INSTITUTIONAL EXCHANGES
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作者：Carolin Fuchs ; Mirjam Hauck ; Andreas Müller-Hartmann 等
期刊名称：Journal of Language Learning Technologies
电子版ISSN：1094-3501
出版年度：2012
卷号：16
期号：3
页码：82-102
出版社：Language Learning & Technology
摘要：This contribution presents findings from two empirical case studies, which followed a task-based telecollaborative learning format. Participants included student teacher trainees, tutors,1 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: the informed use of a range of interacting resources in context (2006). We argue that this awareness is reflected in enhanced multimodal communicative competence, “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.
关键词：Collaborative Learning; ICT Literacies; Learner Autonomy; Multimodal Texts