ICT Literacy in World Languages

Compiled by Dr. Lesley Farmer, California State University Long Beach
 

GENERAL:

• Association of College & Research Libraries. (2008). Guidelines, standards, and frameworks. http://www.ala.org/acrl/standards/
• Association of College & Research Libraries. (2013). Information literacy in foreign languages & ESL. http://wikis.ala.org/acrl/index.php/Information_Literacy_in_Foreign_Languages_&_ESL 
• Common Core State Standards and state content standards also refer to K-12 ICT competencies (sometimes listed as information literacy, digital literacy, media literacy, or research skills).

MERLOT LINKS:

Key terms: music; music education; specific instruments, genres, creation, applications (e.g., business)

• Education/ TeacherEd/ Teaching Methods/ Foreign Language
• Humanities/ World Languages
• Academic Support Services/ ICT literacy
• Academic Support Services/Library and Information Services

https://www.merlot.org/merlot/WorldLanguages.htm   

LIBGUIDES:

• http://guides.library.duke.edu/languagelearning Duke University’s foreign language learning guide lists resources for language learners at all level; it emphasizes online material, and includes lessons, language tools, and links to sources for authentic written and spoken language.
• http://guides.library.unlv.edu/sb.php?subject_id=66588 University of Nevada Las Vegas has 10 guides and language and culture resources: for Chinese, French, German, Greek, Italian, Japanese, Latin, and Spanish — and general resources about countries and about world languages/culture.
• http://libguides.sjsu.edu/foreignlanguages San Jose State University’s guide helps find articles and websites related to the study of foreign languages; also includes tutorials about basic research skills.
• http://libguides.bgsu.edu/foreignlanguageteachingresources Bowling Green State University’s covers K - 12 teaching resources in the Curriculum Resource Center and includes children's literature, teaching ideas, and teaching aids.
• http://libguides.mit.edu/flnewspapers MIT links for foreign language news and newspapers in Chinese, French, German, Italian, Japanese, Portuguese, Russian and Spanish 

OTHER WEBSITES and ARTICLES:

• General website on research about interpreting in virtual reality: http://virtual-interpreting.net/
• UNESCO. (2014). Overview of information literacy resources worldwide (2nd ed). Paris, France: UNESCO. http://infolit.org/unescos-overview-of-information-literacy-resources-worldwide-2nd-ed-2014-2015/
• Alkamel, M. A. A., & Chouthaiwale, S. S. (2018). The use of ICT tools in English language teaching and learning: A literature review. Journal of English Language and Literature (JOELL), 5(2), 29-33.

  Azmi, N. (2017). The benefits of using ICT in the EFL classroom: From perceived utility to potential challenges. Journal of Educational and Social Research, 7(1), 111-118. https://www.mcser.org/journal/index.php/jesr/article/viewFile/9732/9370

• Berns, A., Palomo-Duarte, M., Dodero, J. M., & Valero-Franco, C. (2013). Using a 3D online game to assess students’ foreign language acquisition and communicative competence. In Scaling up learning for sustained impact (pp. 19-31). Berlin: Springer. https://www.researchgate.net/profile/Anke_Berns/publication/257022060_Using_3-D_online_games_to_assess_students'_foreign_language_acquisition_and_communicative_competence/links/00b7d52445241ab111000000.pdf   
• Castillo, R. (2017). Changing the course: Interpreting and structuring scientific texts aided by ICT. Latin American Journal of Content and Language Integrated Learning, 10(2), 245–270.
• Grant, S. J., Huang, H., & Pasfield-Neofitou, S. E. (2013). Language learning in virtual worlds: The role of foreign language and technical anxiety. Journal for Virtual Worlds Research, 6(1), 1-9. https://journals.tdl.org/jvwr/index.php/jvwr/article/view/7027
• Hampel, R. (2014). Making meaning online: Computer-mediated communication for language learning. In A. Peti-Stantic & M. Stanojevic, Eds., Language as information. Proceedings from the CALS Conference 2012 (pp. 89-106). Frankfurt am Main: Peter Lang. http://oro.open.ac.uk/38407/
• Hampel, R., & de los Arcos, B. (2013). Interacting at a distance: A critical review of the role of ICT in developing the learner—context interface in a university language programme. Innovation in Language Learning and Teaching, 7(2), 158-178. http://oro.open.ac.uk/36655/3/EA719C3B.pdf
• Hicks, A. (2014). Broadening the landscape: Information literacy in foreign language education. NECTFL Review, 74, 35-54. http://scholar.colorado.edu/cgi/viewcontent.cgi?article=1020&context=libr_facpapers
• Hubbard, P. (2013). CALL and the future of language teacher education. Calico Journal, 25(2), 175-188. https://journals.equinoxpub.com/index.php/CALICO/article/viewFile/23108/19113
• Kannan, J., & Munday, P. (2018). New trends in second language learning and teaching through the lens of ICT, networked learning, and artificial intelligence. In Fernández Juncal, C. & N. Hernández Muñoz (Eds.). Vías de transformación en la enseñanza de lenguas con mediación tecnológica. Círculo de Lingüística Aplicada a la Comunicación, 76, 13-30. https://digitalcommons.sacredheart.edu/cgi/viewcontent.cgi?article=1070&context=lang_fac

  Kim, S., Song, K., & Coppersmith, S. (2018). Creating an interactive virtual community of linguistically and culturally responsive content teacher-learners to serve English learners. Contemporary Issues in Technology and Teacher Education (CITE Journal), 18(2).  http://www.citejournal.org/

• Klimova, B. F., & Semradova, I. (2012). The teaching of foreign languages and ICT. Procedia Technology, 1, 89-93. http://www.sciencedirect.com/science/article/pii/S2212017312000187
• Lawrence, G. (2013). A working model for intercultural learning and engagement in collaborative online language learning environments. Intercultural Education, 24(4), 303-314. DOI:     10.1080/14675986.2013.809247 
• Luly, S., & Lenz, H. (2015). Language in context: A model of language oriented library instruction. The Journal of Academic Librarianship, 41(2), 140-148. doi:10.1016/j.acalib.2015.01.001 
• Proshkin, V., Glushak, O., & Mazur, N. (2017). The modern trends in future foreign language teachers training to ICT usage in their future career. The Modern Higher Education Review (2). https://content.sciendo.com/downloadpdf/journals/bsaft/22/1/article-p38.xml
• Riasati, M. J., Allahyar, N., & Tan, K. E. (2012). Technology in language education: Benefits and barriers. Journal of Education and Practice, 3(5), 25-30. http://iiste.org/Journals/index.php/JEP/article/view/1495/1427
• Sabiri, K. A. (2019). ICT in EFL teaching and learning: A systematic literature review. Contemporary Educational Technology, 11(2), 177-195.

  Shuib, L., Ghani, N. A., Elaish, M. M., & Yadegaridehkordi, E. (2019). Mobile English Language Learning (MELL): A literature review. Educational Review, 71(2), 257–276.

  Stevenson, M. P., & Liu, M. (2013). Learning a language with Web 2.0: Exploring the use of social networking features of foreign language learning websites. CALICO Journal, 27(2), 233-259. https://journals.equinoxpub.com/index.php/CALICO/article/viewFile/23033/19039

• Wilkinson, M. (2016). Language learning with ICT. In English language teaching today (pp. 257-276). Springer.

  
  

LEARNING ACTIVITIES IDEA STARTERS:

• Ask students to research the same topic in two database aggregators (e.g., MLA, JSTOR, Project MUSE), and compare the process and results. Ask them to note those articles published in different languages, and determine into what languages those articles were translated. 
• Ask students select a seminal work on a world language literature topic, and then identify sources that preceded and continued the conversation, analyzing the impact of the seminal work on the field. 
• Ask students to create a citation "web" using a citation analysis database, and conduct a content analysis of the linked authors by affiliation (workplace, academic preparation, geography, subject expertise). Do authors cite each other? Are there some authors who are outliers in the web? How do such connections impact information generation?  
•  Ask students research the impact of digital format in world language scholarly publication, including Open Source initiative.
  
• Ask students to research the quality of translations of texts between languages. 
• Ask students to research the history of technology as it impacts world language (e.g., access to documents, language learning, publishing). 
• Ask students to create a concept map about one piece of world language literature. 
• Ask students to create a digital story about one piece of world language literature. 
• Ask students to create an infographic about an aspect of a world language. 
• Ask students to create a podcast that helps one learn a world language (e.g., cognates, false cognates, vocabulary for transportation). 
• Ask students to create a graphic novel in their world language.
•  Ask students to produce a virtual museum about the times of a piece of world literature (e.g., Candide). 
• Ask students to critique and compare a piece of world literature and movies in different languages based on it (e.g., War and Peace). 
• Ask students to critique translations of movies or television shows, both from English to non-English, and vice versa. 
• Ask students to create a timeline for a literary genre within their world language. 
• Ask students to research the state of publishing in their world language (note that several countries may be publishing in the same language). Ask students to compare those countries’ efforts. 
• Ask students to research intellectual property law (both within the country as well as international law) as it applies to publishing in their world language. 
• Ask students to interview personnel in different jobs that depend on world language translating. 
• Ask students to create a language “tree” of their world language, and locate sound-bytes for the different related languages. 
• Ask students to locate websites or other audio documentation about dialects in their world language, and “pin” them on a digital map. 
• Ask students to create a game to help players learn their world language. 
• Ask students to create a virtual museum of cultural heritage artifacts reflecting their world language. 
• Ask students to research the role of their world language in U.S. history using primary sources (consult http://memory.loc.gov/ammem/index.html)
• Ask students to role-play visiting the U.S. but knowing only their world language.