12th May, 2017

Digital literacies for language learning

and teaching: from a conceptual
framework to the design and
development of an online portal

Image courtesy of dream designs at FreeDigitalPhotos.net

1 2 3 4
Context Framework Challenges &
Strategies
Sustainability

Language learning in a digital world

BACKGROUND AND AIMS

1
To develop a national framework for
digital literacies for language learning
Context
and teaching in an Irish HE context, to
be fully integrated into third level
language programmes in Ireland,
including language teacher education
programmes.

To curate and create a wide range of

OERs accessible via an online portal.

Driving Enhancement of Digital Capacity for Impact in Irish Higher Education

1
Context ▪Project title: Enhancing digital literacies
for language teaching and learning
Digital literacies are defined as:

“the individual and social skills needed to effectively

interpret, manage, share and create meaning in the
growing range of digital communication
channels” (Dudeney, Hockly, & Pegrum, 2013)

▪Portal as an OER: DigiLanguages.ie

A FRAMEWORK WITH THREE STRANDS

2
▪ Digital Literacies for language learning
(Dudney, Hockly & Pegrum, 2013)  
Framework
□
Language
□
Information
□
Connections
□
Redesign
▪ Transitions and Contexts
□
Year one in HE
□
Mobility programme
▪Language Skills & Practices
□
Language Practice
□
Learning to Learn
DEVELOPMENT OF THE OER

▪Target audiences

▪ Student
s
(activiti
es for ▪Three main strands
indepen
dent
learning
▪ Activitie
)
s for ▪ Digital
Teacher
s to use
Literacie
s ▪Content & Activities /
with
their ▪ Transitio Resources
students ns &
Contexts ▪ Content &
Activities ▪ Language specific
▪ Teacher resources
CPD ▪ Language
Skills & ▪ (in English or Irish)
material Practices
s
Secondary Page
 INTEGRATION OF THREE STRANDS


AN EXAMPLE: PREMOBILITY ERASMUS PROGRAMME

Student Integration of three

Accommodation: strands
types, services, via one metatask
contracts ▪ Transitio

 ns and
Contexts
Listening/ viewing
strategies
▪ Langua Reading/writing
Searching and ▪ Digital ge strategies
finding reliable
sites
Literac Skills & Vocabulary and
grammar
Posting on ies Practic
forums/ social es
networks


IMPACT

3
Challenges &
Strategies
Mutlilingual
(6), multiple
language
levels,
• Development organised
around strand
• Localisation in Irish and
in other foreign
multiple languages
strands (3), • Cross institutional
plenary group meetings
multiple
partners (6)
IMPACT

3
Challenges &
Strategies

Intertwined
aims &
constraints at
• Flexible approach to various
enabling or constraining orgl
structures
• Promote culture of enhancemetn
with cross institutional workshops,
project, OER Fest to develop/adapt
activities
institutional • Student involvement via piloting
and national activities
• Changing teaching and learning
level practices
IMPACT

3
Challenges &
Strategies

Designing
standardise
•Agreed activity template
•Leader for each strand
•Teachers, research
d and assistants, student teachers
•Feedback from pilot
quality activities with students and
teachers
controlled •Wordpress platform, Google
spreadsheet
activities
SUSTAINABILITY – 4 PILARS

4
Sustainability
▪ Environ
ment &
Tools
for
Learnin
g
▪ Commu
nity &
Knowle
dge
Building
▪ Pedagog
ic &
Professi
onal
Blin, F., Jalkanen, J., & develop
Taalas, P. (2016). ment
Sustainable CALL
development. In F. Farr, & Orgl
▪
L. Murray (Eds.), The structur
Routledge Handbook of es
Language Learning and
Technology (pp. 223-238).
Routledge.
SUSTAINABILITY – SHORT & MEDIUM TERM

4
Sustainability
▪ Environment
& tools for
learning
▪ Community &
knowledge
building
▪ Pedagogic &
•

•
Adapt activities at
institutional level
Conduct regular review of
activities

Develop physical or cloud

based space
Link or create overarching
CoP

Use curriculum review

process to embed DL/LL aims
Prof. Devt • (Inter)national Conference

• Source alternative funding

▪ Orgl Structure • Secure short to medium term
HEI commitment
Conclusion

▪Achieve national framework for

language learning in a digital world for
HE language students and teachers
▪Empower students and teachers to
become digitally literate in and through
the foreign language
Bibliography

▪Blin, F., Jalkanen, J., & Taalas, P. (2016).

Sustainable CALL development. In F. Farr,
& L. Murray (Eds.), The Routledge
Handbook of Language Learning and
Technology (pp. 223-238). Routledge.
▪Dudeney, G., Hockly, N., Pegrum, M.,
(2014). Digital Literacies (Research and
resources in language teaching)