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Mon, 30 Nov 2020 20:57:56 GMT狠狠撸Share feed for 狠狠撸shows by User: ShansauroStorytelling in the Foreign Language Classroom
/slideshow/storytelling-in-the-foreign-language-classroom/239620977
flteachingcolombiasauro-201130205756 狠狠撸s for the keynote talk on 26 November 2020 as part of the 3rd International Symposium on Research in Foreign Language Teaching, hosted by the Universidad Surcolombiana (Neiva, Huila) and the Universidad del Tolima (Ibague, Tolima).]]>
狠狠撸s for the keynote talk on 26 November 2020 as part of the 3rd International Symposium on Research in Foreign Language Teaching, hosted by the Universidad Surcolombiana (Neiva, Huila) and the Universidad del Tolima (Ibague, Tolima).]]>
Mon, 30 Nov 2020 20:57:56 GMT/slideshow/storytelling-in-the-foreign-language-classroom/239620977Shansauro@slideshare.net(Shansauro)Storytelling in the Foreign Language ClassroomShansauro狠狠撸s for the keynote talk on 26 November 2020 as part of the 3rd International Symposium on Research in Foreign Language Teaching, hosted by the Universidad Surcolombiana (Neiva, Huila) and the Universidad del Tolima (Ibague, Tolima).<img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/flteachingcolombiasauro-201130205756-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> 狠狠撸s for the keynote talk on 26 November 2020 as part of the 3rd International Symposium on Research in Foreign Language Teaching, hosted by the Universidad Surcolombiana (Neiva, Huila) and the Universidad del Tolima (Ibague, Tolima).
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3240https://cdn.slidesharecdn.com/ss_thumbnails/flteachingcolombiasauro-201130205756-thumbnail.jpg?width=120&height=120&fit=boundspresentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Supporting Langua-technocultural Competence through Virtual Exchange
/slideshow/supporting-languatechnocultural-competence-through-virtual-exchange/151486625
supportingltcthroughvev2-190624075030 Virtual exchange, a teaching practice that incorporates online communication technologies to link remotely located partner classes for interaction and collaboration, is a rich site for fostering second language development, intercultural competence, and digital skills (EVALUATE report, 2019). A crucial component in virtual exchange is the role of the teacher as a pedagogical mentor to support students鈥� learning during these rich and often complex intercultural projects (O鈥橠owd, Sauro & Spector-Cohen, under review) where the continually shifting nature of communication technologies mediates the linguistic and cultural competences demanded of learners, also referred to as langua-technocultural competence (Sauro & Chapelle, 2017).
Accordingly, in this paper, we explore how pedagogical mentoring during a three-country virtual exchange for foreign language teacher candidates supported the langua-technocultural competence of participants by examining three incidents illustrative of the following themes: (1) resolving conflict around the selection of digital communication tools whose use and accessibility varied in the respective partner countries, (2) disambiguating the different culturally-situated meanings ascribed to emojis, (3) fostering awareness of different cultural norms regarding code-switching.
References
The EVALUATE Group (2019). Evaluating the Impact of Virtual Exchange on Initial Teacher Education: A European Policy Experiment. Available from: https://www.evaluateproject.eu/
O鈥橠owd, R., Sauro, S., & Spector-Cohen, E. (under review). The role of pedagogical mentoring in virtual exchange.
Sauro, S., & Chapelle, C.A. (2017). Toward langua-technocultural competences. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 459-472). Oxford: Wiley-Blackwell.]]>
Virtual exchange, a teaching practice that incorporates online communication technologies to link remotely located partner classes for interaction and collaboration, is a rich site for fostering second language development, intercultural competence, and digital skills (EVALUATE report, 2019). A crucial component in virtual exchange is the role of the teacher as a pedagogical mentor to support students鈥� learning during these rich and often complex intercultural projects (O鈥橠owd, Sauro & Spector-Cohen, under review) where the continually shifting nature of communication technologies mediates the linguistic and cultural competences demanded of learners, also referred to as langua-technocultural competence (Sauro & Chapelle, 2017).
Accordingly, in this paper, we explore how pedagogical mentoring during a three-country virtual exchange for foreign language teacher candidates supported the langua-technocultural competence of participants by examining three incidents illustrative of the following themes: (1) resolving conflict around the selection of digital communication tools whose use and accessibility varied in the respective partner countries, (2) disambiguating the different culturally-situated meanings ascribed to emojis, (3) fostering awareness of different cultural norms regarding code-switching.
References
The EVALUATE Group (2019). Evaluating the Impact of Virtual Exchange on Initial Teacher Education: A European Policy Experiment. Available from: https://www.evaluateproject.eu/
O鈥橠owd, R., Sauro, S., & Spector-Cohen, E. (under review). The role of pedagogical mentoring in virtual exchange.
Sauro, S., & Chapelle, C.A. (2017). Toward langua-technocultural competences. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 459-472). Oxford: Wiley-Blackwell.]]>
Mon, 24 Jun 2019 07:50:29 GMT/slideshow/supporting-languatechnocultural-competence-through-virtual-exchange/151486625Shansauro@slideshare.net(Shansauro)Supporting Langua-technocultural Competence through Virtual ExchangeShansauroVirtual exchange, a teaching practice that incorporates online communication technologies to link remotely located partner classes for interaction and collaboration, is a rich site for fostering second language development, intercultural competence, and digital skills (EVALUATE report, 2019). A crucial component in virtual exchange is the role of the teacher as a pedagogical mentor to support students鈥� learning during these rich and often complex intercultural projects (O鈥橠owd, Sauro & Spector-Cohen, under review) where the continually shifting nature of communication technologies mediates the linguistic and cultural competences demanded of learners, also referred to as langua-technocultural competence (Sauro & Chapelle, 2017).
Accordingly, in this paper, we explore how pedagogical mentoring during a three-country virtual exchange for foreign language teacher candidates supported the langua-technocultural competence of participants by examining three incidents illustrative of the following themes: (1) resolving conflict around the selection of digital communication tools whose use and accessibility varied in the respective partner countries, (2) disambiguating the different culturally-situated meanings ascribed to emojis, (3) fostering awareness of different cultural norms regarding code-switching.
References
The EVALUATE Group (2019). Evaluating the Impact of Virtual Exchange on Initial Teacher Education: A European Policy Experiment. Available from: https://www.evaluateproject.eu/
O鈥橠owd, R., Sauro, S., & Spector-Cohen, E. (under review). The role of pedagogical mentoring in virtual exchange.
Sauro, S., & Chapelle, C.A. (2017). Toward langua-technocultural competences. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 459-472). Oxford: Wiley-Blackwell.<img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/supportingltcthroughvev2-190624075030-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> Virtual exchange, a teaching practice that incorporates online communication technologies to link remotely located partner classes for interaction and collaboration, is a rich site for fostering second language development, intercultural competence, and digital skills (EVALUATE report, 2019). A crucial component in virtual exchange is the role of the teacher as a pedagogical mentor to support students鈥� learning during these rich and often complex intercultural projects (O鈥橠owd, Sauro & Spector-Cohen, under review) where the continually shifting nature of communication technologies mediates the linguistic and cultural competences demanded of learners, also referred to as langua-technocultural competence (Sauro & Chapelle, 2017).
Accordingly, in this paper, we explore how pedagogical mentoring during a three-country virtual exchange for foreign language teacher candidates supported the langua-technocultural competence of participants by examining three incidents illustrative of the following themes: (1) resolving conflict around the selection of digital communication tools whose use and accessibility varied in the respective partner countries, (2) disambiguating the different culturally-situated meanings ascribed to emojis, (3) fostering awareness of different cultural norms regarding code-switching.
References
The EVALUATE Group (2019). Evaluating the Impact of Virtual Exchange on Initial Teacher Education: A European Policy Experiment. Available from: https://www.evaluateproject.eu/
O鈥橠owd, R., Sauro, S., & Spector-Cohen, E. (under review). The role of pedagogical mentoring in virtual exchange.
Sauro, S., & Chapelle, C.A. (2017). Toward langua-technocultural competences. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 459-472). Oxford: Wiley-Blackwell.
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4442https://cdn.slidesharecdn.com/ss_thumbnails/supportingltcthroughvev2-190624075030-thumbnail.jpg?width=120&height=120&fit=boundspresentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Fanfiction for Language & Literature Teaching
/slideshow/fanfiction-for-language-literature-teaching/140692014
fantalesfanfictionworkshoprevised-190413083556 Workshop held at the 2019 National Forum for English Studies at Malm枚 University, 10-12 April, 2019. This workshop introduces participants to the use of fanfiction for language and literature teaching. Participants engage in learning-through-doing modules developed by the FanTALES Erasmus+ project, including an overview of fan fiction and common genres and tropes, tools and in-class short-form fan fiction writing. This workshop was designed for training in-service and pre-service language teachers, particularly those working at the secondary and upper secondary level, but introduces materials and techniques that can be used for different student populations. No previous experience with fanfiction is necessary]]>
Workshop held at the 2019 National Forum for English Studies at Malm枚 University, 10-12 April, 2019. This workshop introduces participants to the use of fanfiction for language and literature teaching. Participants engage in learning-through-doing modules developed by the FanTALES Erasmus+ project, including an overview of fan fiction and common genres and tropes, tools and in-class short-form fan fiction writing. This workshop was designed for training in-service and pre-service language teachers, particularly those working at the secondary and upper secondary level, but introduces materials and techniques that can be used for different student populations. No previous experience with fanfiction is necessary]]>
Sat, 13 Apr 2019 08:35:56 GMT/slideshow/fanfiction-for-language-literature-teaching/140692014Shansauro@slideshare.net(Shansauro)Fanfiction for Language & Literature TeachingShansauroWorkshop held at the 2019 National Forum for English Studies at Malm枚 University, 10-12 April, 2019. This workshop introduces participants to the use of fanfiction for language and literature teaching. Participants engage in learning-through-doing modules developed by the FanTALES Erasmus+ project, including an overview of fan fiction and common genres and tropes, tools and in-class short-form fan fiction writing. This workshop was designed for training in-service and pre-service language teachers, particularly those working at the secondary and upper secondary level, but introduces materials and techniques that can be used for different student populations. No previous experience with fanfiction is necessary<img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/fantalesfanfictionworkshoprevised-190413083556-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> Workshop held at the 2019 National Forum for English Studies at Malm枚 University, 10-12 April, 2019. This workshop introduces participants to the use of fanfiction for language and literature teaching. Participants engage in learning-through-doing modules developed by the FanTALES Erasmus+ project, including an overview of fan fiction and common genres and tropes, tools and in-class short-form fan fiction writing. This workshop was designed for training in-service and pre-service language teachers, particularly those working at the secondary and upper secondary level, but introduces materials and techniques that can be used for different student populations. No previous experience with fanfiction is necessary
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7148https://cdn.slidesharecdn.com/ss_thumbnails/fantalesfanfictionworkshoprevised-190413083556-thumbnail.jpg?width=120&height=120&fit=boundspresentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Spoiler Alert! The Digital Literacy Development & Online Language Learning of a Sherlock Fan
/slideshow/spoiler-alert-the-digital-literacy-development-online-language-learning-of-a-sherlock-fan/135731364
sauroaaal2019-190311212028 This study is situated in prior work on online fan practices and computer-assisted language learning (Sauro, 2017) and reports on a case study of the informal language and digital literacy development of a Sherlock Holmes fan who engaged in the fan practice of spoiling. Presented as part of the invited colloquium on Fan Practices for Language and Literacy Development at AAAL on March 11, 2019 in Atlanta, Georgia, USA.]]>
This study is situated in prior work on online fan practices and computer-assisted language learning (Sauro, 2017) and reports on a case study of the informal language and digital literacy development of a Sherlock Holmes fan who engaged in the fan practice of spoiling. Presented as part of the invited colloquium on Fan Practices for Language and Literacy Development at AAAL on March 11, 2019 in Atlanta, Georgia, USA.]]>
Mon, 11 Mar 2019 21:20:28 GMT/slideshow/spoiler-alert-the-digital-literacy-development-online-language-learning-of-a-sherlock-fan/135731364Shansauro@slideshare.net(Shansauro)Spoiler Alert! The Digital Literacy Development & Online Language Learning of a Sherlock FanShansauroThis study is situated in prior work on online fan practices and computer-assisted language learning (Sauro, 2017) and reports on a case study of the informal language and digital literacy development of a Sherlock Holmes fan who engaged in the fan practice of spoiling. Presented as part of the invited colloquium on Fan Practices for Language and Literacy Development at AAAL on March 11, 2019 in Atlanta, Georgia, USA.<img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/sauroaaal2019-190311212028-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> This study is situated in prior work on online fan practices and computer-assisted language learning (Sauro, 2017) and reports on a case study of the informal language and digital literacy development of a Sherlock Holmes fan who engaged in the fan practice of spoiling. Presented as part of the invited colloquium on Fan Practices for Language and Literacy Development at AAAL on March 11, 2019 in Atlanta, Georgia, USA.
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2654https://cdn.slidesharecdn.com/ss_thumbnails/sauroaaal2019-190311212028-thumbnail.jpg?width=120&height=120&fit=boundspresentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0鈥淚 know I have those tools because of fandom鈥�: The digital literacy development of a Sherlock fan
/slideshow/i-know-i-have-those-tools-because-of-fandom-the-digital-literacy-development-of-a-sherlock-fan/100774000
sauroepal2018-180605195315 This paper reports on a case study of the informal language and digital literacy development of a Sherlock Holmes fan who participated in fan communities on Twitter and Tumblr for the purpose of spoiling, a fan practice defined as the discovery and sharing of plot elements. Presented at EPAL, 7 June 2018, Grenoble, France. ]]>
This paper reports on a case study of the informal language and digital literacy development of a Sherlock Holmes fan who participated in fan communities on Twitter and Tumblr for the purpose of spoiling, a fan practice defined as the discovery and sharing of plot elements. Presented at EPAL, 7 June 2018, Grenoble, France. ]]>
Tue, 05 Jun 2018 19:53:15 GMT/slideshow/i-know-i-have-those-tools-because-of-fandom-the-digital-literacy-development-of-a-sherlock-fan/100774000Shansauro@slideshare.net(Shansauro)鈥淚 know I have those tools because of fandom鈥�: The digital literacy development of a Sherlock fanShansauroThis paper reports on a case study of the informal language and digital literacy development of a Sherlock Holmes fan who participated in fan communities on Twitter and Tumblr for the purpose of spoiling, a fan practice defined as the discovery and sharing of plot elements. Presented at EPAL, 7 June 2018, Grenoble, France. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/sauroepal2018-180605195315-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> This paper reports on a case study of the informal language and digital literacy development of a Sherlock Holmes fan who participated in fan communities on Twitter and Tumblr for the purpose of spoiling, a fan practice defined as the discovery and sharing of plot elements. Presented at EPAL, 7 June 2018, Grenoble, France.
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3376https://cdn.slidesharecdn.com/ss_thumbnails/sauroepal2018-180605195315-thumbnail.jpg?width=120&height=120&fit=boundspresentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Fan Fiction Tasks in the ESL Classroom
/slideshow/fan-fiction-tasks-in-the-esl-classroom/91443597
literacyconference-180321163125 Presentation for the 2018 L盲skonferens: L盲sandets olika uttrycksformer in en digitaliserad v盲rld at H枚gskolan Kristianstad, 22 March 2018.]]>
Presentation for the 2018 L盲skonferens: L盲sandets olika uttrycksformer in en digitaliserad v盲rld at H枚gskolan Kristianstad, 22 March 2018.]]>
Wed, 21 Mar 2018 16:31:25 GMT/slideshow/fan-fiction-tasks-in-the-esl-classroom/91443597Shansauro@slideshare.net(Shansauro)Fan Fiction Tasks in the ESL ClassroomShansauroPresentation for the 2018 L盲skonferens: L盲sandets olika uttrycksformer in en digitaliserad v盲rld at H枚gskolan Kristianstad, 22 March 2018.<img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/literacyconference-180321163125-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> Presentation for the 2018 L盲skonferens: L盲sandets olika uttrycksformer in en digitaliserad v盲rld at H枚gskolan Kristianstad, 22 March 2018.
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8465https://cdn.slidesharecdn.com/ss_thumbnails/literacyconference-180321163125-thumbnail.jpg?width=120&height=120&fit=boundspresentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Looking to the Future of Technology-Mediated Language Teaching & Learning
/slideshow/looking-to-the-future-of-technologymediated-language-teaching-learning/82272606
sauroiraal2017-171118140022 Plenary talk for the 2017 annual conference of the Irish Association for Applied Linguistics (IRAAL), at the University of Limerick.]]>
Plenary talk for the 2017 annual conference of the Irish Association for Applied Linguistics (IRAAL), at the University of Limerick.]]>
Sat, 18 Nov 2017 14:00:22 GMT/slideshow/looking-to-the-future-of-technologymediated-language-teaching-learning/82272606Shansauro@slideshare.net(Shansauro)Looking to the Future of Technology-Mediated Language Teaching & LearningShansauroPlenary talk for the 2017 annual conference of the Irish Association for Applied Linguistics (IRAAL), at the University of Limerick.<img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/sauroiraal2017-171118140022-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> Plenary talk for the 2017 annual conference of the Irish Association for Applied Linguistics (IRAAL), at the University of Limerick.
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5263https://cdn.slidesharecdn.com/ss_thumbnails/sauroiraal2017-171118140022-thumbnail.jpg?width=120&height=120&fit=boundspresentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Fan Fiction, Fan Practices & Language Learning
/slideshow/fan-fiction-fan-practices-language-learning/80082186
saurotsll2017-170923124107 Keynote for the 15th annual Technology and Second Language Learning conference (TSLL) at Iowa State University. ]]>
Keynote for the 15th annual Technology and Second Language Learning conference (TSLL) at Iowa State University. ]]>
Sat, 23 Sep 2017 12:41:07 GMT/slideshow/fan-fiction-fan-practices-language-learning/80082186Shansauro@slideshare.net(Shansauro)Fan Fiction, Fan Practices & Language LearningShansauroKeynote for the 15th annual Technology and Second Language Learning conference (TSLL) at Iowa State University. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/saurotsll2017-170923124107-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> Keynote for the 15th annual Technology and Second Language Learning conference (TSLL) at Iowa State University.
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8398https://cdn.slidesharecdn.com/ss_thumbnails/saurotsll2017-170923124107-thumbnail.jpg?width=120&height=120&fit=boundspresentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Looking to Fandom in a Time of Change
/slideshow/looking-to-fandom-in-a-time-of-change/79068958
sauroeurocall2017b-170822213354 Keynote talk for EUROCALL 2017 (August 25, 2017) at the University of Southampton.
We live in a time of change that requires flexible and creative approaches to the socio-political mandates and constraints imposed upon our teaching and scholarship. While CALL provides us with technology-mediated solutions to some of the challenges that stem from recent political developments (e.g. subverting limitations to academic freedom imposed by national travel bans; see Oskoz & Smith, 2017), technology itself poses other challenges, including threats to personal dignity, privacy, individual agency, and democratic digital citizenship (European Data Protection Supervisor, 2015). In this talk I argue that we look to fandom for inspiration and motivation in responding to the socio-political challenges facing us in this time of change.]]>
Keynote talk for EUROCALL 2017 (August 25, 2017) at the University of Southampton.
We live in a time of change that requires flexible and creative approaches to the socio-political mandates and constraints imposed upon our teaching and scholarship. While CALL provides us with technology-mediated solutions to some of the challenges that stem from recent political developments (e.g. subverting limitations to academic freedom imposed by national travel bans; see Oskoz & Smith, 2017), technology itself poses other challenges, including threats to personal dignity, privacy, individual agency, and democratic digital citizenship (European Data Protection Supervisor, 2015). In this talk I argue that we look to fandom for inspiration and motivation in responding to the socio-political challenges facing us in this time of change.]]>
Tue, 22 Aug 2017 21:33:54 GMT/slideshow/looking-to-fandom-in-a-time-of-change/79068958Shansauro@slideshare.net(Shansauro)Looking to Fandom in a Time of ChangeShansauroKeynote talk for EUROCALL 2017 (August 25, 2017) at the University of Southampton.
We live in a time of change that requires flexible and creative approaches to the socio-political mandates and constraints imposed upon our teaching and scholarship. While CALL provides us with technology-mediated solutions to some of the challenges that stem from recent political developments (e.g. subverting limitations to academic freedom imposed by national travel bans; see Oskoz & Smith, 2017), technology itself poses other challenges, including threats to personal dignity, privacy, individual agency, and democratic digital citizenship (European Data Protection Supervisor, 2015). In this talk I argue that we look to fandom for inspiration and motivation in responding to the socio-political challenges facing us in this time of change.<img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/sauroeurocall2017b-170822213354-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> Keynote talk for EUROCALL 2017 (August 25, 2017) at the University of Southampton.
We live in a time of change that requires flexible and creative approaches to the socio-political mandates and constraints imposed upon our teaching and scholarship. While CALL provides us with technology-mediated solutions to some of the challenges that stem from recent political developments (e.g. subverting limitations to academic freedom imposed by national travel bans; see Oskoz & Smith, 2017), technology itself poses other challenges, including threats to personal dignity, privacy, individual agency, and democratic digital citizenship (European Data Protection Supervisor, 2015). In this talk I argue that we look to fandom for inspiration and motivation in responding to the socio-political challenges facing us in this time of change.
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176712https://cdn.slidesharecdn.com/ss_thumbnails/sauroeurocall2017b-170822213354-thumbnail.jpg?width=120&height=120&fit=boundspresentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0The Innovative and Creative Informal Language Learning of Fans
/slideshow/the-innovative-and-creative-informal-language-learning-of-fans/76949586
sauroinnoconf2017b-170614194629 Keynote talk for InnoConf17, Innovative Language Teaching and Learning at University (16 June 2017) at the Open University, Milton Keynes, UK.]]>
Keynote talk for InnoConf17, Innovative Language Teaching and Learning at University (16 June 2017) at the Open University, Milton Keynes, UK.]]>
Wed, 14 Jun 2017 19:46:29 GMT/slideshow/the-innovative-and-creative-informal-language-learning-of-fans/76949586Shansauro@slideshare.net(Shansauro)The Innovative and Creative Informal Language Learning of FansShansauroKeynote talk for InnoConf17, Innovative Language Teaching and Learning at University (16 June 2017) at the Open University, Milton Keynes, UK.<img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/sauroinnoconf2017b-170614194629-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> Keynote talk for InnoConf17, Innovative Language Teaching and Learning at University (16 June 2017) at the Open University, Milton Keynes, UK.
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4116https://cdn.slidesharecdn.com/ss_thumbnails/sauroinnoconf2017b-170614194629-thumbnail.jpg?width=120&height=120&fit=boundspresentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0FanTALES: A Needs Analysis for Multilingual Digital Storytelling Tasks in 21st聽 Century European Classrooms
/slideshow/fantales-a-needs-analysis-for-multilingual-digital-storytelling-tasks-in-21st-century-european-classrooms/76137186
fantalescalico20177-170519193519 Presented May 19, 2017 at the CALICO Conference in Flagstaff, Arizona, USA
Shannon Sauro
Frederik Cornillie
Judith Buendgens-Kosten
This study reports on the findings of a needs analysis, carried out within the context of the FanTALES project, which explores whether multilingual digital story-telling inspired by fanfiction and gaming can meet the linguistic, digital, and intercultural learning needs and goals of secondary school learners in three European contexts (Sweden, Flanders, and Germany). Findings, relevant for teachers and instructional designers, hold implications for the development of guidelines for the design multilingual digital storytelling tasks to foster advanced language and literary learning, digital skill development, and intercultural competence among these learner populations.
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Presented May 19, 2017 at the CALICO Conference in Flagstaff, Arizona, USA
Shannon Sauro
Frederik Cornillie
Judith Buendgens-Kosten
This study reports on the findings of a needs analysis, carried out within the context of the FanTALES project, which explores whether multilingual digital story-telling inspired by fanfiction and gaming can meet the linguistic, digital, and intercultural learning needs and goals of secondary school learners in three European contexts (Sweden, Flanders, and Germany). Findings, relevant for teachers and instructional designers, hold implications for the development of guidelines for the design multilingual digital storytelling tasks to foster advanced language and literary learning, digital skill development, and intercultural competence among these learner populations.
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Fri, 19 May 2017 19:35:19 GMT/slideshow/fantales-a-needs-analysis-for-multilingual-digital-storytelling-tasks-in-21st-century-european-classrooms/76137186Shansauro@slideshare.net(Shansauro)FanTALES: A Needs Analysis for Multilingual Digital Storytelling Tasks in 21st聽 Century European ClassroomsShansauroPresented May 19, 2017 at the CALICO Conference in Flagstaff, Arizona, USA
Shannon Sauro
Frederik Cornillie
Judith Buendgens-Kosten
This study reports on the findings of a needs analysis, carried out within the context of the FanTALES project, which explores whether multilingual digital story-telling inspired by fanfiction and gaming can meet the linguistic, digital, and intercultural learning needs and goals of secondary school learners in three European contexts (Sweden, Flanders, and Germany). Findings, relevant for teachers and instructional designers, hold implications for the development of guidelines for the design multilingual digital storytelling tasks to foster advanced language and literary learning, digital skill development, and intercultural competence among these learner populations.
<img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/fantalescalico20177-170519193519-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> Presented May 19, 2017 at the CALICO Conference in Flagstaff, Arizona, USA
Shannon Sauro
Frederik Cornillie
Judith Buendgens-Kosten
This study reports on the findings of a needs analysis, carried out within the context of the FanTALES project, which explores whether multilingual digital story-telling inspired by fanfiction and gaming can meet the linguistic, digital, and intercultural learning needs and goals of secondary school learners in three European contexts (Sweden, Flanders, and Germany). Findings, relevant for teachers and instructional designers, hold implications for the development of guidelines for the design multilingual digital storytelling tasks to foster advanced language and literary learning, digital skill development, and intercultural competence among these learner populations.
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3747https://cdn.slidesharecdn.com/ss_thumbnails/fantalescalico20177-170519193519-thumbnail.jpg?width=120&height=120&fit=boundspresentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Fan fiction Tasks in the Advanced Language Classroom
/slideshow/fan-fiction-tasks-in-the-advanced-language-classroom/75165247
sauro2017tbltb-170419064010 This presentation builds upon work in media and fan studies to explore the use of fanfiction tasks as bridging activities for advanced language learners in a technology-enhanced university English as a foreign language class. Presented at TBLT 2017 in Barcelona, Spain.
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This presentation builds upon work in media and fan studies to explore the use of fanfiction tasks as bridging activities for advanced language learners in a technology-enhanced university English as a foreign language class. Presented at TBLT 2017 in Barcelona, Spain.
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Wed, 19 Apr 2017 06:40:10 GMT/slideshow/fan-fiction-tasks-in-the-advanced-language-classroom/75165247Shansauro@slideshare.net(Shansauro)Fan fiction Tasks in the Advanced Language ClassroomShansauroThis presentation builds upon work in media and fan studies to explore the use of fanfiction tasks as bridging activities for advanced language learners in a technology-enhanced university English as a foreign language class. Presented at TBLT 2017 in Barcelona, Spain.
<img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/sauro2017tbltb-170419064010-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> This presentation builds upon work in media and fan studies to explore the use of fanfiction tasks as bridging activities for advanced language learners in a technology-enhanced university English as a foreign language class. Presented at TBLT 2017 in Barcelona, Spain.
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3002https://cdn.slidesharecdn.com/ss_thumbnails/sauro2017tbltb-170419064010-thumbnail.jpg?width=120&height=120&fit=boundspresentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Fan Practices and Language Learning
/slideshow/fan-practices-and-language-learning/73807956
fanpractices-170328183525 狠狠撸s for the workshop "Fan Practices and Language Learning" at Gymnasieskolan Spyken, Lund.]]>
狠狠撸s for the workshop "Fan Practices and Language Learning" at Gymnasieskolan Spyken, Lund.]]>
Tue, 28 Mar 2017 18:35:25 GMT/slideshow/fan-practices-and-language-learning/73807956Shansauro@slideshare.net(Shansauro)Fan Practices and Language LearningShansauro狠狠撸s for the workshop "Fan Practices and Language Learning" at Gymnasieskolan Spyken, Lund.<img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/fanpractices-170328183525-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> 狠狠撸s for the workshop "Fan Practices and Language Learning" at Gymnasieskolan Spyken, Lund.
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4107https://cdn.slidesharecdn.com/ss_thumbnails/fanpractices-170328183525-thumbnail.jpg?width=120&height=120&fit=boundspresentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Fanfiction and Language Learning
/slideshow/fanfiction-and-language-learning/71803433
fanfictionb-170206093836 狠狠撸s for the workshop "A Study in Sherlock & The Blogging Hobbit: Bringing Fanfiction to the English Classroom" at Katedralskolan, Lund.]]>
狠狠撸s for the workshop "A Study in Sherlock & The Blogging Hobbit: Bringing Fanfiction to the English Classroom" at Katedralskolan, Lund.]]>
Mon, 06 Feb 2017 09:38:36 GMT/slideshow/fanfiction-and-language-learning/71803433Shansauro@slideshare.net(Shansauro)Fanfiction and Language LearningShansauro狠狠撸s for the workshop "A Study in Sherlock & The Blogging Hobbit: Bringing Fanfiction to the English Classroom" at Katedralskolan, Lund.<img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/fanfictionb-170206093836-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> 狠狠撸s for the workshop "A Study in Sherlock & The Blogging Hobbit: Bringing Fanfiction to the English Classroom" at Katedralskolan, Lund.
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15808https://cdn.slidesharecdn.com/ss_thumbnails/fanfictionb-170206093836-thumbnail.jpg?width=120&height=120&fit=boundspresentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0鈥淚鈥檓 going to get online and I鈥檓 going to talk to people and learn English鈥�: The Informal Language Learning of a Sherlock Fan
/slideshow/im-going-to-get-online-and-im-going-to-talk-to-people-and-learn-english-the-informal-language-learning-of-a-sherlock-fan/67386673
informalsauro2016b-161019042526 This presentations reports on a case study of the informal L2 language and digital literacy development of an adult fan.
The focal participant for this case study, Steevee, is a female fan in her early 30s originally from a small city in eastern Germany who first entered online media fandom six years prior with the goal of developing her English in order to live and work in London. Data analyzed include semi-structured interviews, email correspondence, and analysis of Steevee鈥檚 fan-based social media accounts on Tumblr and Twitter.
Findings reveal how Steevee鈥檚 heavy involvement in the fan practice of spoiling, defined as the discovery and sharing of plot elements (Duffet, 2013), during filming of the television series Sherlock facilitated Steevee鈥檚 English and digital literacy development for the purpose of living an working in an English-speaking context. This study, therefore, documents the process through which an adult L2 English user makes use of popular culture, technology, and online media fandom to engage in informal language learning.
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This presentations reports on a case study of the informal L2 language and digital literacy development of an adult fan.
The focal participant for this case study, Steevee, is a female fan in her early 30s originally from a small city in eastern Germany who first entered online media fandom six years prior with the goal of developing her English in order to live and work in London. Data analyzed include semi-structured interviews, email correspondence, and analysis of Steevee鈥檚 fan-based social media accounts on Tumblr and Twitter.
Findings reveal how Steevee鈥檚 heavy involvement in the fan practice of spoiling, defined as the discovery and sharing of plot elements (Duffet, 2013), during filming of the television series Sherlock facilitated Steevee鈥檚 English and digital literacy development for the purpose of living an working in an English-speaking context. This study, therefore, documents the process through which an adult L2 English user makes use of popular culture, technology, and online media fandom to engage in informal language learning.
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Wed, 19 Oct 2016 04:25:26 GMT/slideshow/im-going-to-get-online-and-im-going-to-talk-to-people-and-learn-english-the-informal-language-learning-of-a-sherlock-fan/67386673Shansauro@slideshare.net(Shansauro)鈥淚鈥檓 going to get online and I鈥檓 going to talk to people and learn English鈥�: The Informal Language Learning of a Sherlock FanShansauroThis presentations reports on a case study of the informal L2 language and digital literacy development of an adult fan.
The focal participant for this case study, Steevee, is a female fan in her early 30s originally from a small city in eastern Germany who first entered online media fandom six years prior with the goal of developing her English in order to live and work in London. Data analyzed include semi-structured interviews, email correspondence, and analysis of Steevee鈥檚 fan-based social media accounts on Tumblr and Twitter.
Findings reveal how Steevee鈥檚 heavy involvement in the fan practice of spoiling, defined as the discovery and sharing of plot elements (Duffet, 2013), during filming of the television series Sherlock facilitated Steevee鈥檚 English and digital literacy development for the purpose of living an working in an English-speaking context. This study, therefore, documents the process through which an adult L2 English user makes use of popular culture, technology, and online media fandom to engage in informal language learning.
<img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/informalsauro2016b-161019042526-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> This presentations reports on a case study of the informal L2 language and digital literacy development of an adult fan.
The focal participant for this case study, Steevee, is a female fan in her early 30s originally from a small city in eastern Germany who first entered online media fandom six years prior with the goal of developing her English in order to live and work in London. Data analyzed include semi-structured interviews, email correspondence, and analysis of Steevee鈥檚 fan-based social media accounts on Tumblr and Twitter.
Findings reveal how Steevee鈥檚 heavy involvement in the fan practice of spoiling, defined as the discovery and sharing of plot elements (Duffet, 2013), during filming of the television series Sherlock facilitated Steevee鈥檚 English and digital literacy development for the purpose of living an working in an English-speaking context. This study, therefore, documents the process through which an adult L2 English user makes use of popular culture, technology, and online media fandom to engage in informal language learning.
]]>
14799https://cdn.slidesharecdn.com/ss_thumbnails/informalsauro2016b-161019042526-thumbnail.jpg?width=120&height=120&fit=boundspresentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0A Study in Sherlock: Bridging the Digital Wilds & the Language Classroom
/slideshow/a-study-in-sherlock-bridging-the-digital-wilds-the-language-classroom/65253751
sauroeurocall2016b-160822223310 This reflective practice presentation builds on prior work that has looked at the use of fandom tasks (Sauro, 2014) for language learning. Such tasks include those that focus on fanfiction, defined by Jamison (2013) as "writing that continues, interrupts, reimagines, or just riffs on stories and characters other people have already written about" (p. 17). Initial investigation of fanfiction in the advanced English classroom has shown that collaborative fanfiction tasks that makes use of blog-based role-play to tell a missing moment from a story can be useful in bridging both language and literary learning (Sauro & Sundmark, in press 2016). However, although such tasks borrow from digital and linguistic practices found in online fan communities, the resulting stories do not fully reflect the linguistic or literary norms of the fanfiction in the digital wilds. This was a concern for language learners whose interest in publishing their online fanfiction was to communicate with online fans and fan communities.
The means of addressing this may lie in better integrating fan practices and fan voices in the tasks themselves and in actual classroom practice. This presentation, therefore, explores the revision and implementation of collaborative fanfiction tasks and instructions that do just that.
Building on previous blog-based fanfiction projects, the current project, A Study in Sherlock, was carried out as part of a course for students in the teacher education program at a Swedish university who were specializing in teaching English at the secondary school level. Students self-organized into small groups of 4-6 to write and publish online a collaborative mystery inspired by a Sherlock Holmes story. As part of their preparation, students were guided in the reading of several Sherlock Holmes mysteries, but were also required to read Sherlock Holmes fanfiction that had been identified by online fans as representative of the tropes and specific fan genres found in this type of fan writing. In addition, online several fanfiction writers were contacted to share writing activities they used when helping other novice fanfiction writers and these were incorporated into class instruction. Once completed, these stories were shared with online Sherlock Holmes fan communities.
Analysis of the language, content, and formatting of the 16 completed online stories as well as the reaction of fans, in particular to the six stories that were published to online fanfiction archives, revealed advantages for integrating fan practices into task design and teaching to support greater mastery of fanfiction genres in a manner more likely to reach (fan) readers and thereby link the digital wilds with the language classroom. ]]>
This reflective practice presentation builds on prior work that has looked at the use of fandom tasks (Sauro, 2014) for language learning. Such tasks include those that focus on fanfiction, defined by Jamison (2013) as "writing that continues, interrupts, reimagines, or just riffs on stories and characters other people have already written about" (p. 17). Initial investigation of fanfiction in the advanced English classroom has shown that collaborative fanfiction tasks that makes use of blog-based role-play to tell a missing moment from a story can be useful in bridging both language and literary learning (Sauro & Sundmark, in press 2016). However, although such tasks borrow from digital and linguistic practices found in online fan communities, the resulting stories do not fully reflect the linguistic or literary norms of the fanfiction in the digital wilds. This was a concern for language learners whose interest in publishing their online fanfiction was to communicate with online fans and fan communities.
The means of addressing this may lie in better integrating fan practices and fan voices in the tasks themselves and in actual classroom practice. This presentation, therefore, explores the revision and implementation of collaborative fanfiction tasks and instructions that do just that.
Building on previous blog-based fanfiction projects, the current project, A Study in Sherlock, was carried out as part of a course for students in the teacher education program at a Swedish university who were specializing in teaching English at the secondary school level. Students self-organized into small groups of 4-6 to write and publish online a collaborative mystery inspired by a Sherlock Holmes story. As part of their preparation, students were guided in the reading of several Sherlock Holmes mysteries, but were also required to read Sherlock Holmes fanfiction that had been identified by online fans as representative of the tropes and specific fan genres found in this type of fan writing. In addition, online several fanfiction writers were contacted to share writing activities they used when helping other novice fanfiction writers and these were incorporated into class instruction. Once completed, these stories were shared with online Sherlock Holmes fan communities.
Analysis of the language, content, and formatting of the 16 completed online stories as well as the reaction of fans, in particular to the six stories that were published to online fanfiction archives, revealed advantages for integrating fan practices into task design and teaching to support greater mastery of fanfiction genres in a manner more likely to reach (fan) readers and thereby link the digital wilds with the language classroom. ]]>
Mon, 22 Aug 2016 22:33:10 GMT/slideshow/a-study-in-sherlock-bridging-the-digital-wilds-the-language-classroom/65253751Shansauro@slideshare.net(Shansauro)A Study in Sherlock: Bridging the Digital Wilds & the Language ClassroomShansauroThis reflective practice presentation builds on prior work that has looked at the use of fandom tasks (Sauro, 2014) for language learning. Such tasks include those that focus on fanfiction, defined by Jamison (2013) as "writing that continues, interrupts, reimagines, or just riffs on stories and characters other people have already written about" (p. 17). Initial investigation of fanfiction in the advanced English classroom has shown that collaborative fanfiction tasks that makes use of blog-based role-play to tell a missing moment from a story can be useful in bridging both language and literary learning (Sauro & Sundmark, in press 2016). However, although such tasks borrow from digital and linguistic practices found in online fan communities, the resulting stories do not fully reflect the linguistic or literary norms of the fanfiction in the digital wilds. This was a concern for language learners whose interest in publishing their online fanfiction was to communicate with online fans and fan communities.
The means of addressing this may lie in better integrating fan practices and fan voices in the tasks themselves and in actual classroom practice. This presentation, therefore, explores the revision and implementation of collaborative fanfiction tasks and instructions that do just that.
Building on previous blog-based fanfiction projects, the current project, A Study in Sherlock, was carried out as part of a course for students in the teacher education program at a Swedish university who were specializing in teaching English at the secondary school level. Students self-organized into small groups of 4-6 to write and publish online a collaborative mystery inspired by a Sherlock Holmes story. As part of their preparation, students were guided in the reading of several Sherlock Holmes mysteries, but were also required to read Sherlock Holmes fanfiction that had been identified by online fans as representative of the tropes and specific fan genres found in this type of fan writing. In addition, online several fanfiction writers were contacted to share writing activities they used when helping other novice fanfiction writers and these were incorporated into class instruction. Once completed, these stories were shared with online Sherlock Holmes fan communities.
Analysis of the language, content, and formatting of the 16 completed online stories as well as the reaction of fans, in particular to the six stories that were published to online fanfiction archives, revealed advantages for integrating fan practices into task design and teaching to support greater mastery of fanfiction genres in a manner more likely to reach (fan) readers and thereby link the digital wilds with the language classroom. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/sauroeurocall2016b-160822223310-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> This reflective practice presentation builds on prior work that has looked at the use of fandom tasks (Sauro, 2014) for language learning. Such tasks include those that focus on fanfiction, defined by Jamison (2013) as "writing that continues, interrupts, reimagines, or just riffs on stories and characters other people have already written about" (p. 17). Initial investigation of fanfiction in the advanced English classroom has shown that collaborative fanfiction tasks that makes use of blog-based role-play to tell a missing moment from a story can be useful in bridging both language and literary learning (Sauro & Sundmark, in press 2016). However, although such tasks borrow from digital and linguistic practices found in online fan communities, the resulting stories do not fully reflect the linguistic or literary norms of the fanfiction in the digital wilds. This was a concern for language learners whose interest in publishing their online fanfiction was to communicate with online fans and fan communities.
The means of addressing this may lie in better integrating fan practices and fan voices in the tasks themselves and in actual classroom practice. This presentation, therefore, explores the revision and implementation of collaborative fanfiction tasks and instructions that do just that.
Building on previous blog-based fanfiction projects, the current project, A Study in Sherlock, was carried out as part of a course for students in the teacher education program at a Swedish university who were specializing in teaching English at the secondary school level. Students self-organized into small groups of 4-6 to write and publish online a collaborative mystery inspired by a Sherlock Holmes story. As part of their preparation, students were guided in the reading of several Sherlock Holmes mysteries, but were also required to read Sherlock Holmes fanfiction that had been identified by online fans as representative of the tropes and specific fan genres found in this type of fan writing. In addition, online several fanfiction writers were contacted to share writing activities they used when helping other novice fanfiction writers and these were incorporated into class instruction. Once completed, these stories were shared with online Sherlock Holmes fan communities.
Analysis of the language, content, and formatting of the 16 completed online stories as well as the reaction of fans, in particular to the six stories that were published to online fanfiction archives, revealed advantages for integrating fan practices into task design and teaching to support greater mastery of fanfiction genres in a manner more likely to reach (fan) readers and thereby link the digital wilds with the language classroom.
]]>
5438https://cdn.slidesharecdn.com/ss_thumbnails/sauroeurocall2016b-160822223310-thumbnail.jpg?width=120&height=120&fit=boundspresentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Fan Fiction and Fan Practices: Integrating the Digital Wilds and the Language Classroom
/slideshow/fan-fiction-and-fan-practices-integrating-the-digital-wilds-and-the-language-classroom/62799138
plcallsaurob-160607073050 Online fan communities and fan sites are home to many different kinds of fandom tasks and projects, perhaps the best known of which is fan fiction These are stories that reinterpret and remix the events, characters and settings found in fiction and popular media. Other online fandom tasks include translation projects such as fan-subbing, amateur subtitling of movies and television series carried out online by teams of fans in different countries, and spoiling, in which fan networks track down and share information via social media for the purpose of speculating about a television show or movie鈥檚 plotline before it is released (Duffet, 2013).
Research in applied linguistics on fandom practices has explored how youth have used fan fiction, in particular, to foster identity and second language development in the digital wilds (see for example Lepp盲nen, 2008 and Thorne & Black, 2011). However, less attention has been paid to the older language learners in online media fandoms who also represent a type of language learner engaged in autonomous and long-term extramural language learning (Sundqvist, 2009) in the digital wilds. Moving from the wilds to the classroom, more recent research has begun to explore the domestication of fan fiction tasks in formal classroom contexts (Sauro & Sundmark, in press 2016) and which also holds promise for the design of technology-mediated tasks to support the learning of both language and literature.
This talk, therefore, discusses findings from case-study research with older fans as well as classroom-based research to explore how these fandom tasks and fan practices are used to facilitate the development of linguistic, literary, and digital competences both in the wilds and in the classroom.
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Online fan communities and fan sites are home to many different kinds of fandom tasks and projects, perhaps the best known of which is fan fiction These are stories that reinterpret and remix the events, characters and settings found in fiction and popular media. Other online fandom tasks include translation projects such as fan-subbing, amateur subtitling of movies and television series carried out online by teams of fans in different countries, and spoiling, in which fan networks track down and share information via social media for the purpose of speculating about a television show or movie鈥檚 plotline before it is released (Duffet, 2013).
Research in applied linguistics on fandom practices has explored how youth have used fan fiction, in particular, to foster identity and second language development in the digital wilds (see for example Lepp盲nen, 2008 and Thorne & Black, 2011). However, less attention has been paid to the older language learners in online media fandoms who also represent a type of language learner engaged in autonomous and long-term extramural language learning (Sundqvist, 2009) in the digital wilds. Moving from the wilds to the classroom, more recent research has begun to explore the domestication of fan fiction tasks in formal classroom contexts (Sauro & Sundmark, in press 2016) and which also holds promise for the design of technology-mediated tasks to support the learning of both language and literature.
This talk, therefore, discusses findings from case-study research with older fans as well as classroom-based research to explore how these fandom tasks and fan practices are used to facilitate the development of linguistic, literary, and digital competences both in the wilds and in the classroom.
]]>
Tue, 07 Jun 2016 07:30:50 GMT/slideshow/fan-fiction-and-fan-practices-integrating-the-digital-wilds-and-the-language-classroom/62799138Shansauro@slideshare.net(Shansauro)Fan Fiction and Fan Practices: Integrating the Digital Wilds and the Language ClassroomShansauroOnline fan communities and fan sites are home to many different kinds of fandom tasks and projects, perhaps the best known of which is fan fiction These are stories that reinterpret and remix the events, characters and settings found in fiction and popular media. Other online fandom tasks include translation projects such as fan-subbing, amateur subtitling of movies and television series carried out online by teams of fans in different countries, and spoiling, in which fan networks track down and share information via social media for the purpose of speculating about a television show or movie鈥檚 plotline before it is released (Duffet, 2013).
Research in applied linguistics on fandom practices has explored how youth have used fan fiction, in particular, to foster identity and second language development in the digital wilds (see for example Lepp盲nen, 2008 and Thorne & Black, 2011). However, less attention has been paid to the older language learners in online media fandoms who also represent a type of language learner engaged in autonomous and long-term extramural language learning (Sundqvist, 2009) in the digital wilds. Moving from the wilds to the classroom, more recent research has begun to explore the domestication of fan fiction tasks in formal classroom contexts (Sauro & Sundmark, in press 2016) and which also holds promise for the design of technology-mediated tasks to support the learning of both language and literature.
This talk, therefore, discusses findings from case-study research with older fans as well as classroom-based research to explore how these fandom tasks and fan practices are used to facilitate the development of linguistic, literary, and digital competences both in the wilds and in the classroom.
<img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/plcallsaurob-160607073050-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> Online fan communities and fan sites are home to many different kinds of fandom tasks and projects, perhaps the best known of which is fan fiction These are stories that reinterpret and remix the events, characters and settings found in fiction and popular media. Other online fandom tasks include translation projects such as fan-subbing, amateur subtitling of movies and television series carried out online by teams of fans in different countries, and spoiling, in which fan networks track down and share information via social media for the purpose of speculating about a television show or movie鈥檚 plotline before it is released (Duffet, 2013).
Research in applied linguistics on fandom practices has explored how youth have used fan fiction, in particular, to foster identity and second language development in the digital wilds (see for example Lepp盲nen, 2008 and Thorne & Black, 2011). However, less attention has been paid to the older language learners in online media fandoms who also represent a type of language learner engaged in autonomous and long-term extramural language learning (Sundqvist, 2009) in the digital wilds. Moving from the wilds to the classroom, more recent research has begun to explore the domestication of fan fiction tasks in formal classroom contexts (Sauro & Sundmark, in press 2016) and which also holds promise for the design of technology-mediated tasks to support the learning of both language and literature.
This talk, therefore, discusses findings from case-study research with older fans as well as classroom-based research to explore how these fandom tasks and fan practices are used to facilitate the development of linguistic, literary, and digital competences both in the wilds and in the classroom.
]]>
55310https://cdn.slidesharecdn.com/ss_thumbnails/plcallsaurob-160607073050-thumbnail.jpg?width=120&height=120&fit=boundspresentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Student Perspectives on Intercultural Learning from an Online Teacher Education Partnership
/slideshow/student-perspectives-on-intercultural-learning-from-an-online-teacher-education-partnership/61064344
saurotc2016b-160418214438 This study reports on intercultural learning from the perspective of student participants in an online teacher education partnership which brought together student teachers in five countries to explore and discuss technological innovations in language teaching. The student perspectives reported upon here were drawn from one intact class of graduate students who participated in this telecollaboration as part of a required sociolinguistics course, in which the telecollaboration served as a discussion point for course themes (e.g. language ideologies, language socialization, multimodal literacy, gender identities and language education, and language and ethnicity, etc.). ]]>
This study reports on intercultural learning from the perspective of student participants in an online teacher education partnership which brought together student teachers in five countries to explore and discuss technological innovations in language teaching. The student perspectives reported upon here were drawn from one intact class of graduate students who participated in this telecollaboration as part of a required sociolinguistics course, in which the telecollaboration served as a discussion point for course themes (e.g. language ideologies, language socialization, multimodal literacy, gender identities and language education, and language and ethnicity, etc.). ]]>
Mon, 18 Apr 2016 21:44:38 GMT/slideshow/student-perspectives-on-intercultural-learning-from-an-online-teacher-education-partnership/61064344Shansauro@slideshare.net(Shansauro)Student Perspectives on Intercultural Learning from an Online Teacher Education PartnershipShansauroThis study reports on intercultural learning from the perspective of student participants in an online teacher education partnership which brought together student teachers in five countries to explore and discuss technological innovations in language teaching. The student perspectives reported upon here were drawn from one intact class of graduate students who participated in this telecollaboration as part of a required sociolinguistics course, in which the telecollaboration served as a discussion point for course themes (e.g. language ideologies, language socialization, multimodal literacy, gender identities and language education, and language and ethnicity, etc.). <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/saurotc2016b-160418214438-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> This study reports on intercultural learning from the perspective of student participants in an online teacher education partnership which brought together student teachers in five countries to explore and discuss technological innovations in language teaching. The student perspectives reported upon here were drawn from one intact class of graduate students who participated in this telecollaboration as part of a required sociolinguistics course, in which the telecollaboration served as a discussion point for course themes (e.g. language ideologies, language socialization, multimodal literacy, gender identities and language education, and language and ethnicity, etc.).
]]>
255810https://cdn.slidesharecdn.com/ss_thumbnails/saurotc2016b-160418214438-thumbnail.jpg?width=120&height=120&fit=boundspresentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0There and Back Again: Tales of Fanfiction from the English Classroom
/slideshow/there-and-back-again-tales-of-fanfiction-from-the-english-classroom/53683517
sauroeskilstuna2015clean-151008085957-lva1-app6892 This talk explores the use of fanfiction, writing that recycles and reimagines existing characters and storylines from books, movies and television, as a pedagogical tool in the English classroom to bridge both literary and language learning. It follows the implementation of The Blogging Hobbit, a task-based fanfiction project based on Tolkien鈥檚 The Hobbit, that was carried out as part of a course for students in a teacher education program at Malm枚 University and explores the outcomes and challenges that emerged.]]>
This talk explores the use of fanfiction, writing that recycles and reimagines existing characters and storylines from books, movies and television, as a pedagogical tool in the English classroom to bridge both literary and language learning. It follows the implementation of The Blogging Hobbit, a task-based fanfiction project based on Tolkien鈥檚 The Hobbit, that was carried out as part of a course for students in a teacher education program at Malm枚 University and explores the outcomes and challenges that emerged.]]>
Thu, 08 Oct 2015 08:59:57 GMT/slideshow/there-and-back-again-tales-of-fanfiction-from-the-english-classroom/53683517Shansauro@slideshare.net(Shansauro)There and Back Again: Tales of Fanfiction from the English ClassroomShansauroThis talk explores the use of fanfiction, writing that recycles and reimagines existing characters and storylines from books, movies and television, as a pedagogical tool in the English classroom to bridge both literary and language learning. It follows the implementation of The Blogging Hobbit, a task-based fanfiction project based on Tolkien鈥檚 The Hobbit, that was carried out as part of a course for students in a teacher education program at Malm枚 University and explores the outcomes and challenges that emerged.<img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/sauroeskilstuna2015clean-151008085957-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> This talk explores the use of fanfiction, writing that recycles and reimagines existing characters and storylines from books, movies and television, as a pedagogical tool in the English classroom to bridge both literary and language learning. It follows the implementation of The Blogging Hobbit, a task-based fanfiction project based on Tolkien鈥檚 The Hobbit, that was carried out as part of a course for students in a teacher education program at Malm枚 University and explores the outcomes and challenges that emerged.
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114010https://cdn.slidesharecdn.com/ss_thumbnails/sauroeskilstuna2015clean-151008085957-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=boundspresentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0Innovations in Teaching? A Critical Look At A Three-Country Teacher Education Online Partnership
/slideshow/innovations-in-teaching-a-critical-look-at-a-threecountry-teacher-education-online-partnership/52010052
saurospectorcohenodowdeurocall2015final-150824155754-lva1-app6891 In this presentation we (Sauro, Spector Cohen & O'Dowd) examine a three-country teacher education partnership, designed to English teachers to innovative uses of technology, using the following four points introduced by O'Dowd's in his 2015 keynote at Eurocall: (1) the effectiveness of this partnership for contributing to the goals of (foreign) language education, (2) the degree to which this partnership sufficiently addressed the needs and challenges of twenty-first century educators, (3) what future research directions could be drawn from this experience, and (4) how telecollaborative initiatives outside of CALL could be used to inspire or enhance future similar exchanges.]]>
In this presentation we (Sauro, Spector Cohen & O'Dowd) examine a three-country teacher education partnership, designed to English teachers to innovative uses of technology, using the following four points introduced by O'Dowd's in his 2015 keynote at Eurocall: (1) the effectiveness of this partnership for contributing to the goals of (foreign) language education, (2) the degree to which this partnership sufficiently addressed the needs and challenges of twenty-first century educators, (3) what future research directions could be drawn from this experience, and (4) how telecollaborative initiatives outside of CALL could be used to inspire or enhance future similar exchanges.]]>
Mon, 24 Aug 2015 15:57:54 GMT/slideshow/innovations-in-teaching-a-critical-look-at-a-threecountry-teacher-education-online-partnership/52010052Shansauro@slideshare.net(Shansauro)Innovations in Teaching? A Critical Look At A Three-Country Teacher Education Online PartnershipShansauroIn this presentation we (Sauro, Spector Cohen & O'Dowd) examine a three-country teacher education partnership, designed to English teachers to innovative uses of technology, using the following four points introduced by O'Dowd's in his 2015 keynote at Eurocall: (1) the effectiveness of this partnership for contributing to the goals of (foreign) language education, (2) the degree to which this partnership sufficiently addressed the needs and challenges of twenty-first century educators, (3) what future research directions could be drawn from this experience, and (4) how telecollaborative initiatives outside of CALL could be used to inspire or enhance future similar exchanges.<img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/saurospectorcohenodowdeurocall2015final-150824155754-lva1-app6891-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> In this presentation we (Sauro, Spector Cohen & O'Dowd) examine a three-country teacher education partnership, designed to English teachers to innovative uses of technology, using the following four points introduced by O'Dowd's in his 2015 keynote at Eurocall: (1) the effectiveness of this partnership for contributing to the goals of (foreign) language education, (2) the degree to which this partnership sufficiently addressed the needs and challenges of twenty-first century educators, (3) what future research directions could be drawn from this experience, and (4) how telecollaborative initiatives outside of CALL could be used to inspire or enhance future similar exchanges.
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138310https://cdn.slidesharecdn.com/ss_thumbnails/saurospectorcohenodowdeurocall2015final-150824155754-lva1-app6891-thumbnail.jpg?width=120&height=120&fit=boundspresentationBlackhttp://activitystrea.ms/schema/1.0/posthttp://activitystrea.ms/schema/1.0/posted0https://cdn.slidesharecdn.com/profile-photo-Shansauro-48x48.jpg?cb=1608511426Shannon Sauro , Ph.D. in Educational Linguistics (University of Pennsylvania), docent in Engelska med spr氓kdidaktisk inriktning/English language education (Malm枚 University), is a specialist in technologically-mediated language teaching and learning and second language literacy in the Department of Education at the University of Maryland, Baltimore County.ssauro.infohttps://cdn.slidesharecdn.com/ss_thumbnails/flteachingcolombiasauro-201130205756-thumbnail.jpg?width=320&height=320&fit=boundsslideshow/storytelling-in-the-foreign-language-classroom/239620977Storytelling in the Fo...https://cdn.slidesharecdn.com/ss_thumbnails/supportingltcthroughvev2-190624075030-thumbnail.jpg?width=320&height=320&fit=boundsslideshow/supporting-languatechnocultural-competence-through-virtual-exchange/151486625Supporting Langua-tech...https://cdn.slidesharecdn.com/ss_thumbnails/fantalesfanfictionworkshoprevised-190413083556-thumbnail.jpg?width=320&height=320&fit=boundsslideshow/fanfiction-for-language-literature-teaching/140692014Fanfiction for Languag...