Schedule: 2009-09-12 (10:00 - 11:30)
Symposium: New Trends in Telecollaboration -Multiple competences, literacies, policies and practices (Room A-25)

Title: CMC SIG Symposium: New Trends in Telecollaboration - Multiple competences, literacies, policies and practices
Authors: Melinda Dooly, Mirjam Hauck, Robert O'Dowd, Sarah Guth, Francesca Helma
Abstract: General Introduction to Symposium Theme (Melinda Dooly)

There is a growing trend across the European Union which recognises the need for educational change that includes new literacy skills as well as improved plurilingual and intercultural communicative competences. This can be seen in recent national reforms; many of which follow in the wake of the Bologna process. Moreover, some educational decision-makers across the EU have begun to promote the inclusion of ‘media and technological skills’ in foreign language curricula, for instance EAQUALS has begun working on a grid that follows the CEFR format and aims to integrate language teaching competencies and media literacy.

Nonetheless, when (or if) implemented in specific syllabi these areas are often promoted as separate skills. This disjointed focus does not necessarily meet the integral needs of future citizens of a knowledge society. There must be a convergence of media knowledge and skills, linguistic and intercultural communicative competences and critical thinking that centre around multiple literacy practices. The importance of this integration should not be underestimated since, arguably, it is within the context of language learning – especially language learning promoted through telecollaboration - that media literacy skills are both the means and end to gaining multiple literacy practices.

Using turn-key EU documents such as The Common European Framework of Reference for Languages (CEFR), along with seminal work in semiotics, linguistics and intercultural studies, the presenters will consider different perspectives on how integrating telecollaboration into the language classroom can play a strategic role in providing the cultural and linguistic competencies and social skills required of citizens 2.0. The first presenter will interrogate what literacy really means in today’s world. Following this, the second presenter considers the issue of assessment of different competencies related to literacy practices. The final presenters provide a framework for Intercultural Communicative Competences (ICC) that aims to bring together the multiple knowledge and skills described above, specifically as it is related to telecollaborative activity.

Paper 1: Mirjam Hauck

The relevance of multimodal communicative competence in telecollaborative encounters

Drawing on Jenkins’ (2008) definition of new media literacy - a set of cultural competencies and social skills developed through collaboration and networking – and Kress’ (2003) understanding of multimodal competence – the ability to express ideas across a wide range of representational systems or modes – this paper will explore the interrelationship and relevance of these skills and competencies in the context of telecollaboration 2.0. To that effect the author will present findings from a telecollaborative pilot project where one of the main tasks the participants engaged with had been designed to help them identify the multiple modes coming into play on websites which provided background information on their respective learning partners. The structure and methodology of the exchange will be briefly outlined, followed by an explanation of the approach to task design – inspired by Halliday’s social semiotic framework (see Halliday and Hasan 1985). This is followed by a preliminary qualitative analysis of student contributions to their group forums. Finally the author will look at the lessons learned from this pilot study and consider potential amendments to the task design for future iterations of the project.

Halliday, M.A.K. and Hasan, R. (1985) Language, Context and Text: Aspects of Language in a Social-semiotic Perspective. Geelong, Victoria: Deakin University Press (reprinted: Oxford: Oxford University Press. 1989).

Jenkins, H. (2008) Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Chicago: MacArthur Foundation.
http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF (30 January 2009)
Kress, G. (2003) Literacy in the New Media Age. London: Routledge.

Paper 2: Robert O’Dowd

The Integration of Telecollaborative Exchange into Foreign Language Study Programmes across Europe: Its Slow Journey to the Centre of Learning

The last number of years have seen a rise in popularity of network-based language teaching (NBLT) in classrooms around Europe due to the emergence of user-friendly Web 2.0 technologies and to the widespread availability of broadband internet access in schools and homes. However, despite these advances, NBLT activity such as telecollaborative exchange generally continues to be seen as a peripheral ‘add-on’ activity which is not considered an integral part of syllabi in most educational institutions and which does not form a significant part of high stakes assessment procedures. Against this background, it can become increasingly difficult for educators to convince learners of the value of their online work over long periods (Warschauer and Ware 2008).

With this in mind, this presentation takes on the dual purposes of, firstly, exploring how non-linguistic skills and competences are dealt with in the Common European Framework of Reference (CEFR) (2001) as this has become established as the key reference in the design of foreign language study programmes across Europe in recent years. Although online education is not mentioned specifically in the CEFR, it will be seen that various aspects of the framework do indeed have important consequences for telecollaborative activity and its assessment and possible integration into the curriculum. Following that, the findings of a survey will be presented which provide representative examples of how telecollaboration is currently being integrated into study programmes and which issues are arising in the process.

Council of Europe (2001). The Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge, UK: Cambridge University Press.

Warschauer, M. & Ware, P. (2008). Learning, change, and power: Competing discourses of technology and literacy.” In J. Coiro, M., Knobel, C. Lankshear, & D. J. Leu (Eds.) Handbook of research on new literacies (pp. 215-240). New York: Lawrence Erlbaum Associates.

Paper 3: Sarah Guth and Francesca Helm

Title: A framework for integrating multiliteracies objectives and pedagogy into telecollaboration

Carrying on from O’Dowd’s discussion of the CEFR, Guth and Helm will argue that while ICC is gaining importance in language curricula, it continues to be formulated almost exclusively in terms of physical mobility. What seems to be lacking is recognition of the increasingly complex and diverse world students live in, which is characterized by international and transnational communication that takes place in the myriad of online environments and communication modes afforded by recent advances in digital technologies. They will present a framework that brings together the multifaceted goals of telecollaboration by integrating Byram's (1997) well-known 'savoirs' for developing intercultural communicative competence with language learning objectives and new online literacies. This framework represents a socio-cultural view of literacy and is made up of three closely intertwined dimensions (Lankshear and Knobel 2006): the operational, the cultural and the critical. While educational practice today shows “a tendency to focus on operational dimensions of new communication practices” (Lamy and Goodfellow forthcoming), the presenters intend to demonstrate why attention must also be paid to the latter two dimensions if we are to prepare students to become citizens 2.0. Finally, they will demonstrate how these multifaceted goals can be achieved within the context of telecollaboration by implementing a Pedagogy of Multiliteracies (New London Group 2000).

Byram, M. (1997) Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.

Lamy, M.N. and Goodfellow, R. (forthcoming) Telecollaboration and Learning 2.0. In: S. Guth and F. Helm (Eds.), Telecollaboration 2.0 for Language and Intercultural Learning. Bern: Peter Lang.

Lankshear, C. and Knobel, M. (2006) New literacies: Everyday practices and classroom learning. Maidenhead (IL): Open University Press.

New London Group (2000) A Pedagogy of Multiliteracies: Designing Social Futures. In B. Cope and M. Kalantzis (Eds.), Multiliteracies: Literacy Learning and the Design of Social Futures, pp. 9-37. London: Routledge.
Keywords: teacher training. policy and practice. telecollaboration.

Main topic: Computer Mediated Communication (CMC)

Biodata: Melinda Dooly (symposium coordinator) is head of graduate studies for the Didactics Department, UAB. She has participated in several international projects and is currently involved in the UNESCO chair for gender equality, where her focus is on gender and Internet. She is co-editor of the book series Telecollaboration in Education (Peter Lang). Mirjam Hauck is associate head of the German Department at Open University (UK). She is an executive member of EUROCALL and has published widely in specialised CALL journals. She is the co-editor of EURODL and is a founder member of the British Association for Applied Linguistics’s Special Interest Group on Multimodality and EUROCALL’s SIG-CMC. Robert O’Dowd is an expert in the field of telecollaboration and intercultural learning. His current area of research is in assessment and network-based language learning. He has been involved in many different online exchange projects, including acting consultant for the Massachusetts Institute of Technology. He is widely published in the area of language teaching and the use of Internet. Sarah Guth has coordinated several international projects based on telecollaboration, including an exchange between Padova University and Tulane University. She has recently written a chapter in the Handbook of Research on Web 2.0 and Second Language Learning (2009). She is the co-editor of the forthcoming book Telecollaboration 2.0 for Language and Intercultural Learning. Francesca Helm teaches at Padova University (IT) and has a research post for English Language and Translation in the Department of International Studies. She is an expert in the use of CMC for language learning, telecollaboration and the development of intercultural competence. She is the co-editor of the forthcoming book Telecollaboration 2.0 for Language and Intercultural Learning.
Type of presentation Symposia

Paper category Research & Development

Target educational sector Higher education

Language of delivery English

EU-funded project Yes

Schedule:	2009-09-12 (10:00 - 11:30) Symposium: New Trends in Telecollaboration -Multiple competences, literacies, policies and practices (Room A-25)
Title:	CMC SIG Symposium: New Trends in Telecollaboration - Multiple competences, literacies, policies and practices
Authors:	Melinda Dooly, Mirjam Hauck, Robert O'Dowd, Sarah Guth, Francesca Helma
Abstract:	General Introduction to Symposium Theme (Melinda Dooly) There is a growing trend across the European Union which recognises the need for educational change that includes new literacy skills as well as improved plurilingual and intercultural communicative competences. This can be seen in recent national reforms; many of which follow in the wake of the Bologna process. Moreover, some educational decision-makers across the EU have begun to promote the inclusion of ‘media and technological skills’ in foreign language curricula, for instance EAQUALS has begun working on a grid that follows the CEFR format and aims to integrate language teaching competencies and media literacy. Nonetheless, when (or if) implemented in specific syllabi these areas are often promoted as separate skills. This disjointed focus does not necessarily meet the integral needs of future citizens of a knowledge society. There must be a convergence of media knowledge and skills, linguistic and intercultural communicative competences and critical thinking that centre around multiple literacy practices. The importance of this integration should not be underestimated since, arguably, it is within the context of language learning – especially language learning promoted through telecollaboration - that media literacy skills are both the means and end to gaining multiple literacy practices. Using turn-key EU documents such as The Common European Framework of Reference for Languages (CEFR), along with seminal work in semiotics, linguistics and intercultural studies, the presenters will consider different perspectives on how integrating telecollaboration into the language classroom can play a strategic role in providing the cultural and linguistic competencies and social skills required of citizens 2.0. The first presenter will interrogate what literacy really means in today’s world. Following this, the second presenter considers the issue of assessment of different competencies related to literacy practices. The final presenters provide a framework for Intercultural Communicative Competences (ICC) that aims to bring together the multiple knowledge and skills described above, specifically as it is related to telecollaborative activity. Paper 1: Mirjam Hauck The relevance of multimodal communicative competence in telecollaborative encounters Drawing on Jenkins’ (2008) definition of new media literacy - a set of cultural competencies and social skills developed through collaboration and networking – and Kress’ (2003) understanding of multimodal competence – the ability to express ideas across a wide range of representational systems or modes – this paper will explore the interrelationship and relevance of these skills and competencies in the context of telecollaboration 2.0. To that effect the author will present findings from a telecollaborative pilot project where one of the main tasks the participants engaged with had been designed to help them identify the multiple modes coming into play on websites which provided background information on their respective learning partners. The structure and methodology of the exchange will be briefly outlined, followed by an explanation of the approach to task design – inspired by Halliday’s social semiotic framework (see Halliday and Hasan 1985). This is followed by a preliminary qualitative analysis of student contributions to their group forums. Finally the author will look at the lessons learned from this pilot study and consider potential amendments to the task design for future iterations of the project. Halliday, M.A.K. and Hasan, R. (1985) Language, Context and Text: Aspects of Language in a Social-semiotic Perspective. Geelong, Victoria: Deakin University Press (reprinted: Oxford: Oxford University Press. 1989). Jenkins, H. (2008) Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Chicago: MacArthur Foundation. http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF (30 January 2009) Kress, G. (2003) Literacy in the New Media Age. London: Routledge. Paper 2: Robert O’Dowd The Integration of Telecollaborative Exchange into Foreign Language Study Programmes across Europe: Its Slow Journey to the Centre of Learning The last number of years have seen a rise in popularity of network-based language teaching (NBLT) in classrooms around Europe due to the emergence of user-friendly Web 2.0 technologies and to the widespread availability of broadband internet access in schools and homes. However, despite these advances, NBLT activity such as telecollaborative exchange generally continues to be seen as a peripheral ‘add-on’ activity which is not considered an integral part of syllabi in most educational institutions and which does not form a significant part of high stakes assessment procedures. Against this background, it can become increasingly difficult for educators to convince learners of the value of their online work over long periods (Warschauer and Ware 2008). With this in mind, this presentation takes on the dual purposes of, firstly, exploring how non-linguistic skills and competences are dealt with in the Common European Framework of Reference (CEFR) (2001) as this has become established as the key reference in the design of foreign language study programmes across Europe in recent years. Although online education is not mentioned specifically in the CEFR, it will be seen that various aspects of the framework do indeed have important consequences for telecollaborative activity and its assessment and possible integration into the curriculum. Following that, the findings of a survey will be presented which provide representative examples of how telecollaboration is currently being integrated into study programmes and which issues are arising in the process. Council of Europe (2001). The Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge, UK: Cambridge University Press. Warschauer, M. & Ware, P. (2008). Learning, change, and power: Competing discourses of technology and literacy.” In J. Coiro, M., Knobel, C. Lankshear, & D. J. Leu (Eds.) Handbook of research on new literacies (pp. 215-240). New York: Lawrence Erlbaum Associates. Paper 3: Sarah Guth and Francesca Helm Title: A framework for integrating multiliteracies objectives and pedagogy into telecollaboration Carrying on from O’Dowd’s discussion of the CEFR, Guth and Helm will argue that while ICC is gaining importance in language curricula, it continues to be formulated almost exclusively in terms of physical mobility. What seems to be lacking is recognition of the increasingly complex and diverse world students live in, which is characterized by international and transnational communication that takes place in the myriad of online environments and communication modes afforded by recent advances in digital technologies. They will present a framework that brings together the multifaceted goals of telecollaboration by integrating Byram's (1997) well-known 'savoirs' for developing intercultural communicative competence with language learning objectives and new online literacies. This framework represents a socio-cultural view of literacy and is made up of three closely intertwined dimensions (Lankshear and Knobel 2006): the operational, the cultural and the critical. While educational practice today shows “a tendency to focus on operational dimensions of new communication practices” (Lamy and Goodfellow forthcoming), the presenters intend to demonstrate why attention must also be paid to the latter two dimensions if we are to prepare students to become citizens 2.0. Finally, they will demonstrate how these multifaceted goals can be achieved within the context of telecollaboration by implementing a Pedagogy of Multiliteracies (New London Group 2000). Byram, M. (1997) Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters. Lamy, M.N. and Goodfellow, R. (forthcoming) Telecollaboration and Learning 2.0. In: S. Guth and F. Helm (Eds.), Telecollaboration 2.0 for Language and Intercultural Learning. Bern: Peter Lang. Lankshear, C. and Knobel, M. (2006) New literacies: Everyday practices and classroom learning. Maidenhead (IL): Open University Press. New London Group (2000) A Pedagogy of Multiliteracies: Designing Social Futures. In B. Cope and M. Kalantzis (Eds.), Multiliteracies: Literacy Learning and the Design of Social Futures, pp. 9-37. London: Routledge.
Keywords:	teacher training. policy and practice. telecollaboration.
Main topic:	Computer Mediated Communication (CMC)
Biodata:	Melinda Dooly (symposium coordinator) is head of graduate studies for the Didactics Department, UAB. She has participated in several international projects and is currently involved in the UNESCO chair for gender equality, where her focus is on gender and Internet. She is co-editor of the book series Telecollaboration in Education (Peter Lang). Mirjam Hauck is associate head of the German Department at Open University (UK). She is an executive member of EUROCALL and has published widely in specialised CALL journals. She is the co-editor of EURODL and is a founder member of the British Association for Applied Linguistics’s Special Interest Group on Multimodality and EUROCALL’s SIG-CMC. Robert O’Dowd is an expert in the field of telecollaboration and intercultural learning. His current area of research is in assessment and network-based language learning. He has been involved in many different online exchange projects, including acting consultant for the Massachusetts Institute of Technology. He is widely published in the area of language teaching and the use of Internet. Sarah Guth has coordinated several international projects based on telecollaboration, including an exchange between Padova University and Tulane University. She has recently written a chapter in the Handbook of Research on Web 2.0 and Second Language Learning (2009). She is the co-editor of the forthcoming book Telecollaboration 2.0 for Language and Intercultural Learning. Francesca Helm teaches at Padova University (IT) and has a research post for English Language and Translation in the Department of International Studies. She is an expert in the use of CMC for language learning, telecollaboration and the development of intercultural competence. She is the co-editor of the forthcoming book Telecollaboration 2.0 for Language and Intercultural Learning.
Type of presentation	Symposia
Paper category	Research & Development
Target educational sector	Higher education
Language of delivery	English
EU-funded project	Yes