Exploring ESL Students’ Perceptions of Their Digital Reading Skills

Gilbert, J. (2014). Exploring ESL Students’ Perceptions of Their Digital Reading Skills. Ed.D. University of Nottingham.

A doctoral thesis exploring ESL students’ understandings of their own digital reading skills.  The study included  three sources of data: reading workshops created for the participants; interviews with participants; discussions with participants and analysis of participants’ reading journals. The study concludes that while the participants had the capacity to randomly search the internet they lack the information literacy skills to productively research and evaluate information online.  The study also found that the participants’ reading strategies varied when engaging with print and web-based text. Finally the research points to the need to consider teaching digital literacy skills in tandem with language instruction and to provide instructors and instructors-in-training with the means to develop robust digital skills to enable them to support students to develop these skills alongside their language learning.

Retrievable from: http://eprints.nottingham.ac.uk/14080/1/Gilbert_Re-formated_Thesis_Draft.pdf





Digital Literacies in Foreign and Second Language Education

CALICO Monograph Series Volume 12. (2014). Digital Literacies in Foreign and Second Language Education.

This volume from CALICO is made up of 12 chapters that look at digital literacy in language learning from many different perspectives. Among others, there is a challenge to Prensky’s characterization of Digital Natives and Digital Immigrants, a description of a survey-driven study of the use of digital tools for language teaching and learning, a framework that proposes how to close the digital divide, and an exploration of the affordances of digital social reading using the example of an open source tool called eComma. In this last example, in chapter 9, author Carl Blyth looks at some of the ways that e-readers can enable users to annotate a text and share their annotations with others. This new practice, called digital social reading, is similar to the way that readers of print text can write in the margins or meet as a book club to share their thoughts. Blyth presents and then addresses some of the opposition to this practice using examples from four case studies.

Retrievable from: https://calico.org/bookfiles/pdfs/DigitalLiteracies.pdf