DIGITAL LITERACIES AND INTERACTIVE MULTIMEDIA-ENHANCED TOOLS FOR LANGUAGE TEACHING AND LEARNING

Main Article Content

Hülya Mısır

Abstract

The primary aim of the paper is to introduce digital literacies and the utilization of interactive and multimedia-enhancedtools for language learning purposes in and out of institutional settings. The topics covered in this paper include what digital literacy means in language education contexts and utilization of social media, online gaming, tagging, picture, voice, and video editing tools, mixing tools, interactive HTML5 contents, translation tools, search engines and (visual) thesauruses to evaluate, contribute, and create the information rather than being a mere consumer. Bearing in mind the nature of interaction and collaboration of the digital tools, suggested ways to integrate these tools to teaching and learning of languages are also presented. The paper also identifies common concerns and challenges in regard to motivation to use digital tools, judging the validity of a source, prohibitions due to country policies, plagiarism, filtering in search engines, and insensitivity with online language, which hinders the effective use of digital tools.

Article Details

Section
Articles
Author Biography

Hülya Mısır, Ufuk University

English Language Teaching

References

Dooly, M., & O'Dowd, R. (Eds.). (2012). Researching online foreign language interaction and exchange: Theories, methods and challenges. Bern, Switzerland: Peter Lang.

Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journalof Educational Multimedia and Hypermedia, 13(1), 93.

Foster, N. F. & Gibbons, S. (2007). Studying students: The undergraduate research project at the University of Rochester. Chicago, IL: Association of College and Research Libraries.

Godwin-Jones, R. (2012). Challenging Hegemonies in Online Learning. Language Learning & Technology, 16(2), 4–13.

Godwin-Jones, R. (2015). Contributing, Creating, Curating: Digital Literacies for Language Learners. Language Learning & Technology 19(3), 8–20.

Godwin-Jones, R. (2018). Chasing the butterfly effect: Informal language learning online

as a complex system. Language Learning & Technology, 22(2), 8–27. https://doi.org/10125/44643

Guikema, J. P., & Williams, L. (2014). Digital Literacies from Multiple Perspectives. In J. P. Guikema, & L. Williams, Digital Literacies in Foreign and Second Language Education (pp. 1-7). The USA, Texas: CALICO.

Hafner, C. A., Chik, A., & Jones, R. H. (2015). Digital literacies and language learning. Language Learning & Technology, 19(3), 1–7.

Hill, P. (2013, March 10). Emerging student patterns in MOOCs: A graphical view. E-Literate. Retrieved from http://mfeldstein.com/emerging_student_patterns_in_moocs_graphical_view

Hoobs, R. & Tuzel, S. (2015) Teacher motivations for digital and media literacy: An examination of Turkish educators, British Journal of Educational Technology, doi:10.1111/bjet.12326

Jones, R. H., & Hafner, C. A. (2012). Understanding digital literacies: A practical introduction. London, UK: Routledge.

Kern, R. (2014). Technology as Pharmakon: The Promise and Perils of the Internet for Foreign Language Education. Modern Language Journal, 98(1), 340–357.

Lemke, C. (2003). The North Central Regional Educational Laboratory and the Metiri Group. Retrieved January 1, 2016, from www.ncrel.org/engauge: http://pict.sdsu.edu/engauge21st.pdf

Lotherington, H., & Ronda, N. (2014). 2B or Not 2B? From Pencil to Multimodal Programming: New Frontiers in Communicative Competencies. In Digital Literacies in Foreign and Second Language Education (p. 9). CALICO.

Martin, A. (2005). DigEuLit—a European framework for digital literacy: A progress report. Journal of eLiteracy, 2, 130-136.

McGowan, S., & Lightbody, M. (2008). Enhancing students’ understanding of plagiarism within a discipline context. Accounting Education, 17, 273–290.

Mills, K. A. (2010). A Review of the "Digital Turn" in the New Literacy Studies. Review of Educational Research, 80(2), 246-271.

Owunwanne, D., Rustagi, N., & Dada, R. (2010). Students’ perceptions of cheating and plagiarism in higher institutions. Journal of College Teaching and Learning, 7, 59–68.

Peters, M., & Frankoff, M. (2014). New Literacy Practices and Plagiarism: A Study of Strategies for Digital Scrapbooking. In J. P. Guikema, & L. Williams, Digital Literacies in Foreign and Second Language Education (Vol. 12, pp. 245-264). The USA, Texas: CALICO.

Pouzevara, S., Dincer, A., Kipp, S. & Sarnsik, Y. (2014). Turkey’s FATIH project: a plan to conquer the digital divide or a technological leap of faith? Sabanci University, Education Reform Initiative (ERI) and Research Triangle Institute (RTI), Turkey.

Prensky, M. (2001). Digital natives, digital immigrants. Part 1. On the Horizon, 9 (5), 1–6.

Rushkoff, D. (1999). Playing the future: What we can learn from digital kids aka children of chaos. New York: Riverhead Books.

Stockwell, G. (2015). Digital Media Literacy in Language Teaching. In The 17th International Conference, 서울대 국어교육연구소.

Tour, E. (2015). Digital mindsets: Teachers’ technology use in personal life and teaching. Language Learning & Technology, 19 (3), 124-139.

Tour, E. (2012). TESOL in times of change. Monash University Linguistics Papers. Special Issue, 8(1), 11–21.

Yuan, L. & Powell, S. (2013). MOOCs and open education: Implications for higher education. Centre for educational technology & interoperability standards (Cetis). Retrieved from http://publications.cetis.org.uk/wp-content/uploads/2013/03/MOOCs-and-Open-Education.pdf