2632-6779 (Print)
2633-6898 (Online)
Ulrich’s Periodicals Directory (ProQuest)
MLA International Bibliography
MLA Directory of Periodicals
Directory of Open Access Journals (DOAJ)
QOAM (Quality Open Access Market)
British National Bibliography
WAC Clearinghouse Journal Listings
EBSCO Education
ICI Journals Master List
ERIH PLUS
CNKI Scholar
Gale-Cengage
WorldCat
Crossref
Baidu Scholar
British Library
J-Gate
ROAD
BASE
Publons
Google Scholar
Semantic Scholar
ORE Directory
TIRF
China National Center for Philosophy and Social Sciences Documentation
Almut Ketzer-Nöltge
Mihaela Markovic
Leipzig University, Germany
Abstract
Critical digital literacy (CDL) skills, and the ability to convey them to foreign language (FL) students have become increasingly relevant competencies of language teachers. Hence, concepts in teacher education need to be developed and explored in order to foster these skills. In our exploratory research, we examined a COIL project including pre-service FL teachers. Students worked in small international teams to discuss the distinction between credible and non-credible online sources in the discourse of the Covid-19 pandemic. The results indicate the development of awareness about the complexity, functions and mechanisms of online media as well as the strategies on how to judge the credibility of online sources. Additionally, participants reflected on the importance of fostering information and CDL of their (future) students. The data suggests that the development of these professional, digital competencies was due to the current, socially relevant topic (Covid-19) and the communicative exchange in small international groups.
Keywords
Pre-service teacher education, foreign language teachers, critical digital literacy, COIL, Virtual Exchange