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This book brings together contributions on learner autonomy from a
myriad of contexts to advance our understanding of what autonomous
language learning looks like with digital tools, and how this
understanding is shaped by and can shape different
socio-institutional, curricular, and instructional support. To this
end, the individual contributions in the book highlight
practice-oriented, empirically-based research on
technology-mediated learner autonomy and its pedagogical
implications. They address how technology can support learner
autonomy as process by leveraging the affordances available in
social media, virtual exchange, self-access, or learning in the
wild (Hutchins, 1995). The rapid evolution and adoption of
technology in all aspects of our lives has pushed issues related to
learner and teacher autonomy centre stage in the language education
landscape. This book tackles emergent challenges from different
perspectives and diverse learning ecologies with a focus on social
and educational (in)equality. Specifically, to this effect, the
chapters consider digital affordances of virtual exchange, gaming,
and apps in technology-mediated language learning and teaching
ranging from instructed and semi-instructed to self-instructed
contexts. The volume foregrounds the concepts of critical digital
literacy and social justice in relation to language learner and
teacher autonomy and illustrates how this approach may contribute
to institutional objectives for equality, diversity and inclusion
in higher education around the world and will be useful for
researchers and teachers alike.
Cataloging standards practiced within the traditional library,
archive and museum environments are not interoperable for the
retrieval of objects within the shared online environment. Within
today's information environments, library, archive and museum
professionals are becoming aware that all information objects can
be linked together. In this way, information professionals have the
opportunity to collaborate and share data together with the shard
online cataloging environment, the end result being improved
retrieval effectiveness. But the adaptation has been slow:
Libraries, archives and museums are still operating within their
own community-specific cataloging practices. This book provides a
historical perspective of the evolution of linking devices within
the library, archive, and museums environments, and captures
current cataloging practices in these fields. It offers suggestions
for moving beyond community-specific cataloging principles and thus
has the potential of becoming a springboard for further
conversation and the sharing of ideas.
This book brings together contributions on learner autonomy from a
myriad of contexts to advance our understanding of what autonomous
language learning looks like with digital tools, and how this
understanding is shaped by and can shape different
socio-institutional, curricular, and instructional support. To this
end, the individual contributions in the book highlight
practice-oriented, empirically-based research on
technology-mediated learner autonomy and its pedagogical
implications. They address how technology can support learner
autonomy as process by leveraging the affordances available in
social media, virtual exchange, self-access, or learning in the
wild (Hutchins, 1995). The rapid evolution and adoption of
technology in all aspects of our lives has pushed issues related to
learner and teacher autonomy centre stage in the language education
landscape. This book tackles emergent challenges from different
perspectives and diverse learning ecologies with a focus on social
and educational (in)equality. Specifically, to this effect, the
chapters consider digital affordances of virtual exchange, gaming,
and apps in technology-mediated language learning and teaching
ranging from instructed and semi-instructed to self-instructed
contexts. The volume foregrounds the concepts of critical digital
literacy and social justice in relation to language learner and
teacher autonomy and illustrates how this approach may contribute
to institutional objectives for equality, diversity and inclusion
in higher education around the world and will be useful for
researchers and teachers alike.
Studienarbeit aus dem Jahr 2006 im Fachbereich Germanistik - Neuere
Deutsche Literatur, Note: 1,3, Friedrich-Schiller-Universitat Jena
(Institut fur Literaturwissenschaft), Veranstaltung: Der junge
Goethe, 10 Quellen im Literaturverzeichnis, Sprache: Deutsch,
Abstract: Das Gedicht Willkommen und Abschied" von Johann Wolfgang
von Goethe, dessen erste Fassung 1771 zunachst ohne Titel entstand
und als geanderte zweite Fassung 1789 als Willkomm und Abschied"
erschien, ist eines der Erlebnisgedichte uberhaupt. Den Stoff
lieferte das Leben des Autors selbst, denn das Gedicht hat die
Liebesbeziehung mit der Pfarrerstochter Friederike Brion zum
Gegenstand. Es thematisiert den Beginn und das Ende einer Liebe,
die Spannung zwischen Glucks- und Schmerzempfinden. Doch inwiefern
gehort die heute am haufigsten verbreitete zweite Fassung wirklich
zur Erlebnislyrik, wenn man bedenkt, dass diese lediglich eine
Uberarbeitung der ersten Fassung darstellt, welche kurz nach dem
eigentlichen Erlebnis entstand? Ist es dann noch immer ein reines
Erlebnisgedicht, obwohl sich die Perspektiven andern und der Autor
bzw. das lyrische Ich einen objektiveren Blick auf die Geschehnisse
haben? Und was hat es mit der Fassungsanderung eigentlich auf sich?
Welche Grunde konnte Goethe haben, das Gedicht nach 18 Jahren
umzuschreiben, es womoglich zu korrigieren"? Um alle Fragen zu
klaren, soll sich diese Arbeit erst einmal mit der Definition von
Erlebnislyrik beschaftigen. Zudem ist es notwendig, den
historischen Kontext zu beleuchten und das Gedicht in Form und
Inhalt zu analysieren und mit der Beziehung zu Friederike in Bezug
zu setzten. Diese Analyse soll sich zunachst auf die erste Fassung
beschranken. Um jedoch zu klaren, inwiefern Goethe Anderungen
vorgenommen hat, ob sich diese nur auf die Form oder ebenso auf den
Inhalt seines Werkes auswirken und ob es sich auch nach der
Anderung noch um ein Erlebnisgedicht handelt, mussen beide
Fassungen miteinander verglichen werden. Um einzelne Argument
This book presents findings from a research project which provided
future language teachers in Germany and in the US with the
opportunity to experience computer-mediated collaboration. Overall
goals of the project included preparing preservice language
teachers to use computer technology in their future teaching,
fostering electronic and professional literacies and cross-cultural
learning. This volume explores institutional, technical,
socio-cultural and linguistic challenges encountered by
participants when jointly designing a website. Data collection
instruments were triangulated, and a Grounded Theory approach was
used to identify categories such as linguistic issues and missed
negotiation opportunities. Based on her findings, the author makes
recommendations for future projects and research.
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