Coming to Terms with 21st Century L2 Writing and Digital Literacy

Digital L2 Writing Literacies - Directions for Classroom Practice - Ana Oskoz

Ana Oskoz [+-]
University of Maryland Baltimore County
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Ana Oskoz is Professor of Spanish at the University of Maryland Baltimore County (UMBC), USA. Her research is on the applications of technologies to language learning. In particular, it focuses on the use of computer-mediated communication (CMC) and social tools to enhance the development of second language writing and intercultural competence development. She has published numerous articles and book chapters on these topics. She is currently Associate Editor of CALICO Journal.
Idoia Elola [+-]
Texas Tech University
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Idoia Elola is Associate Professor of Spanish and Applied Linguistics at Texas Tech University, USA. Her research focuses on second language writing, collaborative and individual writing when using social tools, digital literacy and the use of multimodal texts, Spanish heritage language learners’ writing processes, and revision and feedback. Her work has been published in national and international journals and specialized books.


In this chapter, accounting for current digital tools (but also anticipating new and unknown ones), we examine L2 writers’ awareness of how meaning is shaped based on its reframing and recontextualization, how social convention discourses are adapted for individual and collective purposes, how languages change as material contexts modify with time (e.g., diverse technologies), how linguistic and non-linguistic elements interact in written and oral contexts, and how to create social identities in the process of making texts (Kern, 2015). We propose to focus on the interface of relevant theoretical and pedagogical perspectives that—in conjunction with emerging social digital tools—continue to create new meanings within new notions of text. Furthermore, empowering L2 instructors and writers by helping them explore, discuss, and implement uses of digital literacies will encourage them to use digital tools to create new meanings and, hopefully, transform the way they see L2 literacies. Although literacy is mediated through technologies, these need to be adapted and adjusted to fit L2 educators’ and writers’ needs. The challenge is to decide how we use literacy technologies, how technologies affect our reasoning, and how to reject the notion of technologies as “default” modes (Kern, 2015, p. 219). Therefore, the chapter calls for fresh conceptualizations of what new learners (and consequently new teachers) will look like through the evolution of digital literacies and technologies. This chapter concludes with questions for reflection and a call for future research and pedagogical innovation.

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Oskoz, Ana; Elola, Idoia. Coming to Terms with 21st Century L2 Writing and Digital Literacy. Digital L2 Writing Literacies - Directions for Classroom Practice. Equinox eBooks Publishing, United Kingdom. p. Aug 2020. ISBN 9781781796931. Date accessed: 19 Feb 2020 doi: 10.1558/equinox.34292. Aug 2020

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