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