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Telecollaboration 2.0: language, literacies and intercultural learning in the 21st century

Telecollaboration 2.0 Language, Literacies and Intercultural Learning in the 21st Century is the first volume of the series Telecollaboration in Education (M. Dooly & R. O’Dowd, Eds.) and is intended to support more awareness around the activity of telecollaboration in educational settings. Generally, telecollaboration in language learning contexts is seen as an Internet-based exchange aimed at developing both language skills and intercultural communicative competence (Guth & Helm, introduction of this volume). The series focuses on the pedagogical implications and the learning potentials of this activity in terms of intercultural competence, language and skill learning (for participation in online communities). As a step in that direction, this book gathers knowledge of educationalists from around the Western world as they outline their experience in implementing telecollaboration for language learning (LL) and intercultural (communicative) competence (ICC). Considering globalization and the compelling advancement of technology in the present era, this is an important moment for such contribution. The rise of the Internet and Web 2.0 tools entail new modes of living, and thus new literacies for effective participation in online communities, doing business, and socializing with people from different cultural backgrounds. As the authors make clear, in the context of the twenty-first century and Telecollaboration 2.0, culture transcends traditional narrow national borders to encompass a more globalized sense. The new demands call for lifelong learners; multiliterate ‘world citizens’ who are able to work collaboratively in multicultural/multilingual contexts, co-construct knowledge, and think critically. This book refers to this context and conceptualizes Web 2.0 from the language educator’s standpoint (Guth & Helm, introduction of this volume). From the very first pages, the reader is brought to understand the implications of the new globalized society for language teaching/learning and ICC. The editors stress the need for education at all levels to find ways to effectively use the Internet for LL and ICC, and identify ‘new online literacies’ as an additional learning dimension to LL and ICC, and goal of Telecollaboration 2.0. This term, according to the editors, encloses both a practical know-how to use the Web 2.0 tools, and new ways of thinking about participating, working, and generally managing in online communities. Overall, the book comprises 20 chapters divided into four sections; namely New Trends and Environments in Telecollaboration; Language Learner 2.0: New Skills Language and Intercultural Communication Vol. 11, No. 3, August 2011, 285 288