List of figures
1 Introduction
2 Digital citizenship
2.1 Profile
2.2 A social actor with a plural identity involved in various communities
2.3 Rights, responsibilities, and values
2.4 (Inter)acting online in specific domains
2.5 A social actor who acts in a specific way
2.6 Characteristics of actions by a citizen as user of digital tools and resources
2.6.1 Personal attributes
2.6.2 Background / Infrastructure
2.7 Links with language education
3 Digital literacy
3.1 Origins and specificities of the notion of digital literacy
3.2 Differences between “literacy”, “competences” and “abilities”
3.3 Digital literacy: a multifaceted concept
3.3.1 Dimensions of digital literacy
3.4 From instrumental digital literacy to identity building
3.4.1 Digital literacy and agency
3.4.2 Digital literacy and identity building
3.5 Concept of digital literacy adopted by the project
3.6 Digital literacy and language learning and teaching
3.7 Digital literacy model adopted
3.7.1 Technology literacy
3.7.2 Meaning-making literacy
3.7.3 Interaction literacy
3.7.4 Socio-interactional context
3.7.5 Spatial, temporal, and material context
3.7.6 Critical, ethical, and citizenship framework
4 An active, participatory, and transformative pedagogy
4.1 Situated, distributed, and shared learning
4.2 Providing support
4.3 Reflection
4.4 Connecting learning “in the wild” and in institutional settings
4.5 In summary
5 Fundamentals of the socio-interactional approach - Primacy of social interactions
5.1 Social interactions
5.2 Importance and influence of social interactions
5.3 Social interactions and co-construction of meaning
5.4 Social interactions and online communities
5.5 In summary
6 Pedagogical approach - Real-world tasks to (learn to) communicate for real
6.1 Key elements of the socio-interactional approach
6.2 A task-based approach and an extension of the action perspective
6.3 Typology of tasks according to social interactions
6.4 Real-world tasks
6.4.1 What are real-world tasks
6.4.2 Pedagogical tasks derive from real-world
6.4.3 Real-world tasks take place on open and participatory sites
6.4.4 Real-world tasks are not imposed, they are proposed
6.4.5 Real-world tasks have a dual grounding
6.5 Pedagogical implementation of real-world tasks
6.5.1 The philosophical ideas behind TBLT
6.5.2 The TBLT approach adopted by e-lang citizen
6.6 Teachers and their learners
6.6.1 Learners performing real-world tasks
Teachers and their roles
6.7 The issue of evaluation
6.7.1 Social evaluation in the socio-interactional context of the task
6.7.2 Formative evaluation in the educational context
6.7.3 Peer and self-assessment
6.7.4 Mirror tasks for summative assessment
6.8 Reflective tasks
7 Presentation of the task sheets
7.1 A two-part sheet
7.2 Sections of the sheets
7.2.1 Task
7.2.2 Website
7.2.3 Other information: level, language activities covered, digital citizenship and literacy objectives
7.2.4 Possible steps
7.2.5 Hints - Keep in mind who you are addressing
7.2.6 Hints - Work on the language-related aspects
7.2.7 Aspects to think about
7.3 Differences between the real-world task sheets and reflective task sheet
8 Invitation
Bibliography
