Digital Literacies in the L2 Classroom: New Literacies, Genres, and Writing Practices
Ana Oskoz [+]
University of Maryland Baltimore County
Idoia Elola [+]
Texas Tech University
The first chapter introduces the changes and challenges that L2 writing faces in the 21st century and discusses the implications of the inclusion of digital literacies, which often emerge from the interconnection between tools and modes in text creation. After defining the notion and function of digital literacies in the L2 writing context, this chapter considers some of the challenges of the qualitative changes that social tools bring to the writing process. It then (1) analyzes contemporary ideas about digital literacies and how they connect to the emerging digital genres in the context of L2 writing; (2) discusses the relevance of social tools in L2 writing and the need to recognize their differing affordances; and (3) presents theoretical and pedagogical frameworks, such as the genre-based approach (Hyland, 2001), bridging activities (Thorne & Reinhardt, 2008), semi-pedagogical competence (Develotte, Guichon, & Vincent, 2010; Guichon, 2013), and the task-based approach (Gonzalez-Lloret & Ortega, 2014), which can help L2 researchers and educators to develop robust research and instructional practices in the area of digital literacies for writing. The chapter concludes with questions for reflection.