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20 - Literacies for Teaching

from Part V - Practice

Published online by Cambridge University Press:  15 June 2025

By
Richard Kern
Edited by
Glenn Stockwell  and
Yijen Wang
Glenn Stockwell
Affiliation:
Waseda University, Japan
Yijen Wang
Affiliation:
Waseda University, Japan
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Summary

Literacy is the ability to make use of visible language, and it is fundamental to language education. This chapter focuses on what teachers should know about digital technologies but begins with broad background and context related to multiliteracies, metaphors, and cultural dimensions of technology use. It then focuses on four key areas where teachers play an important role in the development of their students’ language and literacy abilities via technology: autonomy, mobility, creativity, and communities. It then discusses two controversial areas of current pedagogical research and practice: artificial intelligence and machine translation. It concludes with a call for greater attention to two additional areas highly relevant to language development: literacies related to film and digital communication in the context of study abroad.

Keywords

literacymultiliteraciesreadingwritingautonomymobilitycreativitycommunitiesartificial intelligence
Type
Chapter
Information
The Cambridge Handbook of Technology in Language Teaching and Learning , pp. 332 - 347
Publisher: Cambridge University Press
Print publication year: 2025

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Further Reading

Barton and Lee explore the impact of digital communication on language and literacy practices. The book provides an in-depth examination of how people use language in various online contexts, including social media, online gaming, and blogging. This book provides valuable insights into the ever-evolving landscape of online communication in the digital age.

This book is an invaluable resource for educators, students, and anyone interested in enhancing their digital literacy skills. Its practical approach, supported by plentiful examples and case studies, empowers readers to navigate the complex digital landscape with confidence and understanding. In the second edition, the book presents excellent examples and case studies that enrich the learning experience.

This article offers a comprehensive and insightful overview of the themes and research surrounding digital literacies in language learning. It provides a historical perspective, highlights current trends and issues, and offers guidance for future research, making it an essential resource for anyone interested in the intersection of digital technologies and language education.

This book provides comprehensive treatment of the many kinds of literacies language learners need and present their Framework of Digital Literacies 3.0 (organized around foci of communicating, informing, collaborating, and (re)designing) to assist teachers in thinking about ways of teaching the multifarious dimensions of digital literacies.

Barton, D., & Lee, C. (2013). Language online: Investigating digital texts and practices. Routledge.CrossRefGoogle Scholar
Jones, R. H., & Hafner, C. A. (2021). Understanding digital literacies: A practical introduction (2nd ed.). Routledge.CrossRefGoogle Scholar
Kern, R. (2021). Twenty-five years of digital literacies in CALL. Language Learning & Technology, 25(3), 132–150. http://hdl.handle.net/10125/73453Google Scholar
Pegrum, M., Hockly, N., & Dudeney, G. (2022). Digital literacies (2nd ed.). Routledge.CrossRefGoogle Scholar

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