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63 | 2021
Littératie numérique et didactique des langues et des cultures

Digital Literacy and the Teaching and Learning of Languages and Cultures
Edited by Thierry Soubrié, Violaine Bigot and Christian Ollivier
Lidil, n° 63 (2021)
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ISBN 978-2-37747-283-3
Français English

Amongst the different variations of literacy, studies regarding digital literacy have contributed to the development of the notions of reading, writing, and more broadly the notion of communication. These publications have enriched the conceptual apparatus of researchers in the domain of language education and concrete results are emerging in the field of language teaching and learning.
The purpose of this issue is to potentially shed light on the link between digital literacy and the teaching and learning of language (regardless of their status: L1, L2, etc.). The studies in this issue focus on digital literacy practices both within and outside the classroom and examine the link between the development of language skills and digital literacy. On top of addressing the history of the criss-crossing between literacy and language education, this issue questions the notion of digital literacy, discusses the links between this notion and that of digital citizenship, and offers food for thought on the connection between digital literacy practices and classroom practices. Together, the papers open up future prospects for both research and practice in Language Education.
 

Editor’s notes

REMERCIEMENTS / ACKNOWLEDGEMENTS 
Ont été sollicités pour évaluer les articles de ce numéro (dossier thématique + rubrique Varia) :
Brahim Azaoui, Jean-Paul Bronckart, Cristelle Cavalla, Maud Ciekanski, Stéphane Colognesi, Charlotte Dejean, Isabelle Delcambre, Marie-Pierre Dufour, Cédric Fluckiger, Anne-Laure Foucher, Marie Cécile Guernier, Thérèse Jeanneret, François Mangenot, Agnès Millet, Chiara Ramero, Christian Surcouf, Denyse Toffoli, Marcello Vitali-Rosati, Ciara Wigham.

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