Abstracts
Abstract
During the last decade, a growing interest in open educational resources (OER) has developed among educational researchers worldwide. This trend involves the examination of possible effects over diverse learning domains such as the development of literacy and digital skills in the context of the fourth industrial revolution. To address this matter, a systematic literature review was conducted using PRISMA processes on 62 research articles published in high-impact peer-reviewed journals indexed in two major academic databases (Scielo and Scopus). Data collected during this literature review showed certain conditions that must be met to ensure a successful learning setup when OER are involved. Moreover, qualitative analysis revealed that certain attributes of openness are often more influential than others in the development of adequate literacy skills for the artificial intelligence era; also, there is an overall positive perception, from students and teachers alike, about the introduction of the attributes of openness and open materials into learning practices.
Keywords:
- open educational resources,
- OER,
- open education,
- literacy skills,
- literature review
Appendices
Bibliography
- Adi Kasuma, S. A., & Ai Lin Tan, D. (2019). ESL reading activities on Facebook among Malaysian university students. Pertanika Journal of Social Sciences & Humanities, 27(1), 101–122.
- Alvarez, S. P., Canagarajah, S., Lee, E., Lee, J. W., & Rabbi, S. (2017). Translingual practice, ethnic identities and voice in writing. In B. Horner & L. Tetreault (Eds.), Crossing divides: Exploring translingual writing pedagogies and programs (pp. 31–50). Utah State University Press.
- Arono, A., Arsyad, S., Syahriman, S., Nadrah, N., & Villia, A. S. (2022). Exploring the effect of digital literacy skill and learning style of students on their meta-cognitive strategies in listening. International Journal of Instruction, 15(1), 527–546. https://doi.org/10.29333/iji.2022.15130a
- Auh, Y., & Sim, H. R. (2019). Uses of social network topology and network-integrated multimedia for designing a large-scale open learning system: Case studies of unsupervised featured learning platform design in South Korea. Multimedia Tools and Applications, 78(5), 5445–5462. https://doi.org/10.1007/s11042-018-6658-1
- Ayuni Akhiar, A.-A. M., & Shaidatul Akma, A. K. (2019). Students’ perceptions and attitudes towards the use of Instagram in English language writing [Special issue]. Malaysian Journal of Learning and Instruction, 47–72.
- Bailey, D., Park, I., & Haji, S. A. (2017). An investigation of Facebook for language learning: Better understanding perceptions and participation. CALL-EJ, 18(2), 14–30.
- Baker, J., Thierstein, J., Fletcher, K., Kaur, M., & Emmons, J. (2009). Open textbook proof-of-concept via connexions. The International Review of Research in Open and Distributed Learning, 10(5), 1–13. https://doi.org/10.19173/irrodl.v10i5.633
- Belazoui, A., Telli, A., & Arar, C. (2021). Web-based learning under tacit mining of various data sources. International Journal of Emerging Technologies in Learning (iJET), 16(16), 153–168. https://doi.org/10.3991/ijet.v16i16.23405
- Bertot, J. C. (2016). Building digitally inclusive communities: The roles of public libraries in digital inclusion and development. In J. Bertot, E. Estevez, & S. Mellouli (Eds.), Proceedings of the 9th International Conference on Theory and Practice of Electronic Governance (pp. 95–102). ACM. https://doi.org/10.1145/2910019.2910082
- Bhatia, A., Asthana, A., Bhattacharya, P., Tanwar, S., Singh, A., & Sharma, G. (2023). A sentiment analysis-based recommender framework for massive open online courses toward Education 4.0. In P. K. Singh, S. T. Wierzchoń, S. Tanwar, J. J. P. C. Rodrigues, & M. Ganzha (Eds.), Proceedings of the Third International Conference on Computing, Communications, and Cyber-Security (Vol. 421, pp. 817–827). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-1142-2_64
- Borthwick, K., & Dickens, A. (2013). The Community Café: Creating and sharing open educational resources with community-based language teachers. Journal of e-Learning and Knowledge Society, 9(1), 73–83. https://doi.org/10.20368/1971-8829/803
- Brydon, D. (2016). Experimental writing and reading across borders in decolonizing contexts. Ariel: A Review of International English Literature, 47(1–2), 27–58. https://doi.org/10.1353/ari.2016.0001
- Carmiol, A. M., Kelly, K. R., Ocular, G., Ríos-Reyes, M., González-Chaves, M., & Plascencia, J. (2020). Talking about past experiences in two cultural contexts: Children’s narrative structure and maternal elaboration in dyads from Costa Rica and the United States. Early Education and Development, 31(2), 234–249. https://doi.org/10.1080/10409289.2019.1651190
- Čėsnienė, Ž. (2015). Effects of the peer-review method on writing proficiency. Pedagogika, 120(4), 61–72. https://doi.org/10.15823/p.2015.038
- Chiappe, A., & Adame, S. I. (2018). Open educational practices: A learning way beyond free access knowledge. Ensaio: Avaliação e Políticas Públicas Em Educação, 26(98), 1–18. http://dx.doi.org/10.1590/s0104-40362018002601320
- Cinganotto, L., & Cuccurullo, D. (2016). Open educational resources, ICT and virtual communities for content and language integrated learning. Teaching English with Technology, 16(4), 3–11.
- Coughlan, T. (2020). The use of open data as a material for learning. Educational Technology Research and Development, 68(1), 383–411. https://doi.org/10.1007/s11423-019-09706-y
- Croxen, H., Nelson, J., McKendrick-Calder, L., & Su, W. (2024). Scaffolding information literacy learning for undergraduate nursing students: A mixed-method exploration of student IL self-efficacy. Quality Advancement in Nursing Education - Avancées En Formation Infirmière, 10(1), Article 3. https://doi.org/10.17483/2368-6669.1424
- Cuttler, C. (2019). Students’ use and perceptions of the relevance and quality of open textbooks compared to traditional textbooks in online and traditional classroom environments. Psychology Learning & Teaching, 18(1), 65–83. https://doi.org/10.1177/1475725718811300
- Dajani, M. ‘M.-Y.’, & Meier, D. R. (2019). The role of narrative in culturally responsive literacy education—A collaborative project in U.S. and Palestinian preschools. International Journal of Early Years Education, 27(1), 68–81. https://doi.org/10.1080/09669760.2018.1458599
- Dalsgaard, C., & Gislev, T. (2019). Embracing dropouts in MOOCs: Exploring potentials of invisible learners. Journal of Interactive Media in Education, 2019(1), Article 3. https://doi.org/10.5334/jime.498
- de Oliveira, M. M., Paschoal, L. N., & Barbosa, E. F. (2021). Quality models and quality attributes for open educational resources: A systematic mapping. In 2021 IEEE Frontiers in Education Conference (pp. 1–9). IEEE. https://doi.org/10.1109/FIE49875.2021.9637309
- De-Navascués-Martín, J. (2023). Escribir una historia: Una experiencia didáctica en tiempos de postpandemia [Writing a story: A teaching experience in post-pandemic times]. Rilce. Revista de Filología Hispánica, 40(1), 234–248. https://doi.org/10.15581/008.40.1.234-48
- Di Lauro, F., & Johinke, R. (2017). Employing Wikipedia for good not evil: Innovative approaches to collaborative writing assessment. Assessment & Evaluation in Higher Education, 42(3), 478–491. https://doi.org/10.1080/02602938.2015.1127322
- Dixon, E. M., & Hondo, J. (2014). Re-purposing an OER for the online language course: A case study of Deutsch Interaktiv by the Deutsche Welle. Computer Assisted Language Learning, 27(2), 109–121. https://doi.org/10.1080/09588221.2013.818559
- Dizon, G. (2016). A comparative study of Facebook vs. paper-and-pencil writing to improve L2 writing skills. Computer Assisted Language Learning, 29(8), 1249–1258. https://doi.org/10.1080/09588221.2016.1266369
- Dorta-González, P., & Santana-Jiménez, Y. (2018). Prevalence and citation advantage of gold open access in the subject areas of the Scopus database. Research Evaluation, 27(1), 1–15. https://doi.org/10.1093/reseval/rvx035
- Edumadze, J. K. E., & Govender, D. W. (2024). The community of inquiry as a tool for measuring student engagement in blended massive open online courses (MOOCs): A case study of university students in a developing country. Smart Learning Environments, 11(1), Article 19. https://doi.org/10.1186/s40561-024-00306-9
- Falagas, M. E., Pitsouni, E. I., Malietzis, G. A., & Pappas, G. (2008). Comparison of PubMed, Scopus, Web of Science, and Google Scholar: Strengths and weaknesses. The FASEB Journal, 22(2), 338–342. https://doi.org/10.1096/fj.07-9492LSF
- Fernández-Díaz, E., Rodríguez-Hoyos, C., & Calvo Salvador, A. (2017). The pedagogic architecture of MOOC: A research project on educational courses in Spanish. The International Review of Research in Open and Distributed Learning, 18(6). https://doi.org/10.19173/irrodl.v18i6.2964
- Gambo, R. D., & Aliyu, S. M. (2017). Use of open educational resources and print educational materials by Federal College of Education Katsina, Nigeria: A study. DESIDOC Journal of Library & Information Technology, 37(6), 437–442. https://doi.org/10.14429/djlit.37.6.10628
- Ganapathi, J. (2018). Open educational resources: Challenges and opportunities in Indian primary education. The International Review of Research in Open and Distributed Learning, 19(3), 114–128. https://doi.org/10.19173/irrodl.v19i3.3662
- Gee, J., & Gee, J. P. (2007). Social linguistics and literacies: Ideology in discourses (3rd ed.). Routledge. https://doi.org/10.4324/9780203944806
- George-Reyes, C. E., Ruiz-Ramírez, J. A., Contreras Fuentes, Y. B., & López-Caudana, E. O. (2023). Aprendizaje de los componentes del pensamiento computacional mediado por una aplicación virtual de la Educación 4.0 en el entorno del pensamiento complejo [Learning of the components of computational thinking mediated by a virtual application of Education 4.0 in the environment of complex thinking]. Educar, 59(2), 281–300. https://doi.org/10.5565/rev/educar.1645
- Girmen, P., & Kaya, M. F. (2019). Using the flipped classroom model in the development of basic language skills and enriching activities: Digital stories and games. International Journal of Instruction, 12(1), 555–572. https://doi.org/10.29333/iji.2019.12136a
- Golenko, D., Arh, E., & Bazdaric, K. (2023). Opinion on open-science practices and the importance of scientists’ information literacy skills in context of open science at the university of Rijeka, Croatia—A cross-sectional study. European Science Editing, 49, Article e106656. https://doi.org/10.3897/ese.2023.e106656
- Grissett, J. O., & Huffman, C. (2019). An open versus traditional psychology textbook: Student performance, perceptions, and use. Psychology Learning & Teaching, 18(1), 21–35. https://doi.org/10.1177/1475725718810181
- Hajdarovic, M. (2023). Evaluating digital resources in teaching history. In Ł. Tomczyk (Ed.), New media pedagogy: Research trends, methodological challenges and successful implementations. NMP 2022. Communications in computer and information science (Vol. 1916, pp. 125–133). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-44581-1_10
- Hajri, H., Bourda, Y., & Popineau, F. (2019). Personalized recommendation of open educational resources in MOOCs. In B. M. McLaren, R. Reilly, S. Zvacek, & J. Uhomoibhi (Eds.), Computer Supported Education (Vol. 1022, pp. 166–190). Springer International Publishing. https://doi.org/10.1007/978-3-030-21151-6_9
- Hernández, A. A. (2018). Edublogs in foreign language teaching: Integrating language and culture. Letral: revista electrónica de Estudios Transatlánticos, 20, 86–101. https://dialnet.unirioja.es/descarga/articulo/6523803.pdf
- Hooshyar, D., Pedaste, M., Saks, K., Leijen, Ä., Bardone, E., & Wang, M. (2020). Open learner models in supporting self-regulated learning in higher education: A systematic literature review. Computers & Education, 154, Article 103878. https://doi.org/10.1016/j.compedu.2020.103878
- Johnson, C. D. (2003). The role of child development and social interaction in the selection of children’s literature to promote literacy acquisition. Early Childhood Research and Practice, 5(2), 1–18. Scopus.
- Kannan, J., & Munday, P. (2018). New trends in second language learning and teaching through the lens of ICT, networked learning, and artificial intelligence. Círculo de Lingüística Aplicada a la Comunicación, 76(2018), 13–30. https://doi.org/10.5209/CLAC.62495
- Kellner, D. (2001). New technologies/new literacies: Reconstructing education for the new millennium. International Journal of Technology and Design Education, 11(1), 67–81. https://doi.org/10.1023/A:1011270402858
- Kerbs, M., McQueston, J., & Lawrance, L. (2024). Playing with words: Scaffolding writing through poetry. The Reading Teacher,78(1), 7–16. https://doi.org/10.1002/trtr.2335
- Kessler, M., & Pérez-Berenguer, D. (2023, August 14). Creating, consuming, remixing, and sharing accessible open educational resources (OERs) using an authoring tool. Open Learning: The Journal of Open, Distance and e-Learning, 1–12. https://doi.org/10.1080/02680513.2023.2248175
- Kirschner, P. A., & Stoyanov, S. (2020). Educating youth for nonexistent/not yet existing professions. Educational Policy, 34(3), 477–517. https://doi.org/10.1177/0895904818802086
- Klimova, B., & Pikhart, M. (2019). Cognitive and applied linguistics aspects of using social media: The impact of the use of Facebook on developing writing skills in learning English as a foreign language. European Journal of Investigation in Health, Psychology and Education, 10(1), 110-118. https://doi.org/10.3390/ejihpe10010010
- Knight, S., & Thompson, K. (2022). Developing a text-integration task for investigating and teaching interdisciplinarity in science teams. Research in Science Education, 52(1), 191–203. https://doi.org/10.1007/s11165-020-09937-7
- Kukulska-Hulme, A., Beirne, E., Conole, G., Costello, E., Coughlan, T., Ferguson, R., FitzGerald, E., Gaved, M., Herodotou, C., Holmes, W., Mac Lochlain, C., Nic Giolla Mhichíl, M., Rienties, B., Sargent, J., Scanlon, E., Sharples, M., & Whitelock, D. (2020). Innovating pedagogy 2020: Open University innovation report 8. The Open University. https://www.learntechlib.org/p/213818/
- Lambert, S. (2019). The Siyavula case: Digital, collaborative text-book authoring to address educational disadvantage and resource shortage in South African schools. International Electronic Journal of Elementary Education, 11(3), 279–290. https://doi.org/10.26822/iejee.2019349252
- Landrieu, Y., De Smedt, F., Van Keer, H., & De Wever, B. (2021). Empowering secondary school students’ argumentative writing skills: The effectiveness of dialogic support and cognitive strategic support on students’ collaborative writing processes. In C. E. Hmelo-Silver, B. De Wever, & J. Oshima (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 249–250). International Society of the Learning Sciences. https://repository.isls.org//handle/1/7327
- Lankshear, C., & Knobel, M. (2011). New literacies: Everyday practices and social learning. McGraw-Hill Education (UK).
- Lee, H. J., Messom, C., & Yau, K.-L. A. (2013). Can an electronic textbooks be part of K–12 education?: Challenges, technological solutions and open issues. Turkish Online Journal of Educational Technology-TOJET, 12(1), 32–44. http://www.tojet.net/articles/v12i1/1214.pdf
- Lenters, K. (2007). From storybooks to games, comics, bands, and chapter books: A young boy’s appropriation of literacy practices [Abstract]. Canadian Journal of Education / Revue Canadienne de l’éducation, 30(1), 113–136. https://doi.org/10.2307/20466628
- List, A. (2019). Defining digital literacy development: An examination of pre-service teachers’ beliefs. Computers & Education, 138, 146–158. https://doi.org/10.1016/j.compedu.2019.03.009
- Liu, M., Abe, K., Cao, M., Liu, S., Ok, D. U., Park, J., Parrish, C. M., & Sardegna, V. G. (2015). An analysis of social network websites for language learning: Implications for teaching and learning English as a Second Language. CALICO Journal, 32(1), 114–152. https://doi.org/10.1558/calico.v32i1.25963
- Liu, M., McKelroy, E., Kang, J., Harron, J., & Liu, S. (2016). Examining the use of Facebook and Twitter as an additional social space in a MOOC. American Journal of Distance Education, 30(1), 14–26. https://doi.org/10.1080/08923647.2016.1120584
- Liu, Y., & Siau, K. L. (2024). Generative Artificial Intelligence and Metaverse: Future of work, future of society, and future of humanity. In F. Zhao & D. Miao (Eds.), AI-generated content. AIGC 2023. Communications in computer and information science (Vol. 1946, pp. 118–127). Springer Nature Singapore. https://doi.org/10.1007/978-981-99-7587-7_10
- López, A., Méndez, D., Paz, A., & Arboleda, H. (2016). Desarrollo e instrumentación de un proceso de vigilancia tecnológica basado en protocolos de revisión sistemática de la literatura [Development and implementation of a technological surveillance process based on systematic literature review protocols]. Información Tecnológica, 27(4), 155–164. https://doi.org/10.4067/S0718-07642016000400017
- Lyons, K., & Tappeiner, E. (2010). Ubiquitous research: Integrating library resources into online courses. Ubiquitous Learning: An International Journal, 2(2), 117–126. https://doi.org/10.18848/1835-9795/CGP/v02i02/40454
- MacKinnon, T., & Pasfield-Neofitou, S. (2016). OER “produsage” as a model to support language teaching and learning. Education Policy Analysis Archives, 24, 40. https://doi.org/10.14507/epaa.24.1825
- Mallampalli, S. S., & Goyal, S. (2021). Mobile applications for developing second language collaborative writing. International Journal of Interactive Mobile Technologies, 15(7), 185–193. https://doi.org/10.3991/ijim.v15i07.19885
- Marcus-Quinn, A. (2016). The potential of high-quality open educational resources (OERs) for the teaching of English poetry. Journal of Poetry Therapy, 29(1), 33–45. https://doi.org/10.1080/08893675.2016.1133085
- Marcus-Quinn, A., & McGarr, O. (2014). El uso de los objetos de aprendizaje reutilizables en la enseñanza de la poesía inglesa: Explorando la influencia de las prácticas pedagógicas predominantes [The use of reusable learning objects in the teaching of English poetry: Exploring the influence of predominant pedagogical practices]. Educación XX1, 18(1), 325–344. https://hdl.handle.net/10344/4218
- Marin Gonzalez, F. V., Niebles Lezama, M. Y., Sarmiento, M., & Valbuena Duarte, S. (2017). Mediación de las tecnologías de la información en la comprensión lectora para la resolución de problemas aritméticos de enunciado verbal [Mediation of Information Technologies in Reading Comprehension for Solving Verbal Arithmetic Problems]. Espacios, 38(20), 20–33.
- Mason, S. L., & Kimmons, R. (2018). Effects of open textbook adoption on teachers’ open practices. The International Review of Research in Open and Distributed Learning, 19(3). https://doi.org/10.19173/irrodl.v19i3.3517
- McLoughlin, C., & Lee, M. J. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28–43.
- Morgan, T., & Carey, S. (2009). From open content to open course models: Increasing access and enabling global participation in higher education. The International Review of Research in Open and Distributed Learning, 10(5). https://doi.org/10.19173/irrodl.v10i5.632
- Mortimore, J. M., & Baker, R. L. (2019). Supporting student-led content creation in the distance learning environment with LibGuides CMS. Journal of Library & Information Services in Distance Learning, 13(1–2), 88–103. https://doi.org/10.1080/1533290X.2018.1499239
- Muluk, S., Zainuddin, Z., & Dahliana, S. (2022). Flipping an IELTS writing course: Investigating its impacts on students’ performance and their attitudes. Studies in English Language and Education, 9(2), 591–612. https://doi.org/10.24815/siele.v9i2.23314
- Nerantzi, C. (2019). The role of crossing boundaries in collaborative open learning in cross-institutional academic development. Research in Learning Technology, 27. https://doi.org/10.25304/rlt.v27.2111
- Novakovich, J. (2016). Fostering critical thinking and reflection through blog‐mediated peer feedback. Journal of Computer Assisted Learning, 32(1), 16–30. https://doi.org/10.1111/jcal.12114
- Ofoegbu, O. T., Asogwa, U. D., & Ogbonna, C. S. (2021). Open educational resources (OERs) and courseware development in dual-mode universities in Nigeria. Educational Technology Research and Development, 69(3), 1811–1833. https://doi.org/10.1007/s11423-021-10014-7
- Okada, A., & Sherborne, T. (2018). Equipping the next generation for responsible research and innovation with open educational resources, open courses, open communities and open schooling: An impact case study in Brazil. Journal of Interactive Media in Education, 2018(1), Article 18. https://doi.org/10.5334/jime.482
- Okoli, C., & Schabram, K. (2010). A guide to conducting a systematic literature review of information systems research. Sprouts: Working Papers on Information Systems, 10(26), 1–51.
- Osipov, I. V., Prasikova, A. Y., & Volinsky, A. A. (2015). Participant behavior and content of the online foreign languages learning and teaching platform. Computers in Human Behavior, 50, 476–488. https://doi.org/10.1016/j.chb.2015.04.028
- Peeters, W. (2018). Applying the networking power of Web 2.0 to the foreign language classroom: A taxonomy of the online peer interaction process. Computer Assisted Language Learning, 31(8), 905–931. https://doi.org/10.1080/09588221.2018.1465982
- Prince Machado, M. S., Tenorio Sepúlveda, G. C., & Ramirez Montoya, M. S. (2016). Educational innovation and digital competencies: The case of OER in a private Venezuelan university. International Journal of Educational Technology in Higher Education, 13(1), Article 10. https://doi.org/10.1186/s41239-016-0006-1
- Ramírez Montoya, M. S. (2013). Challenges and perspectives for the open education movement in the distance education environment: A diagnostic study in a SINED project. RUSC. Universities and Knowledge Society Journal, 10(2), 170–186. https://doi.org/10.7238/rusc.v10i2.1719
- Rebmann, K. R. (2018). Supporting open information literacy via hybridised design experiments. Journal of Information Literacy, 12(2), 89–97. https://doi.org/10.11645/12.2.2510
- Rienties, B., Lewis, T., McFarlane, R., Nguyen, Q., & Toetenel, L. (2018). Analytics in online and offline language learning environments: The role of learning design to understand student online engagement. Computer Assisted Language Learning, 31(3), 273–293. https://doi.org/10.1080/09588221.2017.1401548
- Rodríguez, Y., & Chiappe, A. (2018). Investigación Escolar Abierta y desarrollo de la meta-cognición en estudiantes de primaria: Un caso de estudio [Open School Research and development of meta-cognition in primary school students: A case study]. Profesorado, Revista de Currículum y Formación del Profesorado, 22(4), 245–267. https://doi.org/10.30827/profesorado.v22i4.8415
- Ronimus, M., Tolvanen, A., & Hautala, J. (2022). The roles of motivation and engagement in computer-based assessment of children’s reading comprehension. Learning and Individual Differences, 98, Article 102197. https://doi.org/10.1016/j.lindif.2022.102197
- Sampaio, R., & Mancini, M. (2007). Estudos de revisão sistemática: Um guia para síntese criteriosa da evidência científica [Systematic review studies: a guide for critical synthesis of scientific evidence]. Revista Brasileira de Fisioterapia, 11(1), 83–89. https://doi.org/10.1590/S1413-35552007000100013
- Semenikhina, O. V., Drushlyak, M. G., Bondarenko, Y. A., Kondratiuk, S. M., & Ionova, I. M. (2019). Open educational resources as a trend of modern education. In M. Koricic, Z. Butkovic, K. Skala, Z. Car, M. Cicin-Sain, S. Babic, V. Sruk, D. Skvorc, S. Ribaric, S. Gros, B. Vrdoljak, M. Mauher, E. Tijan, P. Pale, D. Huljenic, T. G. Grbac, & M. Janjic (Eds.), 2019 42nd International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO): Proceedings (pp. 779–782). IEEE. https://doi.org/10.23919/MIPRO.2019.8756837
- Setiasih, O., Setiawardani, W., Nandi, Rusman, & Iriawan, S. B. (2021). The implementation of the Amora learning model to improve students’ digital literacy skill of Indonesia University of Education. Journal of Physics: Conference Series, 1764(1), Article 012093. https://doi.org/10.1088/1742-6596/1764/1/012093
- Shoba, B.-R., & Denvers, C. (2015). Developing MOOCs to narrow the college readiness gap: Challenges and recommendations for a writing course. International Journal on E-Learning, 14(3), 351–371.
- Storch, N. (2013). Collaborative writing in L2 classrooms. Short Run Press.
- Stranger-Johannessen, E., & Norton, B. (2017). The African storybook and language teacher identity in digital times. The Modern Language Journal, 101(S1), 45–60. https://doi.org/10.1111/modl.12374
- Tennant, J. P. (2020). Web of Science and Scopus are not global databases of knowledge. European Science Editing, 46, Article e51987. https://doi.org/10.3897/ese.2020.e51987
- Thoms, J. J., & Thoms, B. L. (2014). Open educational resources in the United States: Insights from university foreign language directors. System, 45, 138–146. https://doi.org/10.1016/j.system.2014.05.006
- Tonks, D., Weston, S., Wiley, D., & Barbour, M. K. (2013). “Opening” a new kind of school: The story of the Open High School of Utah. The International Review of Research in Open and Distributed Learning, 14(1), 255–271. https://doi.org/10.19173/irrodl.v14i1.1345
- Valero, M. J., Vázquez, B., & Cassany, D. (2015). Desenredando la web: La lectura crítica de los aprendices de lenguas extranjeras en entornos digitales [Untangling the web: Foreign language learners' critical reading in digital environments]. Ocnos: Revista de estudios sobre lectura, 13, 7–23. https://doi.org/10.18239/ocnos_2015.13.01
- Whitworth, A., McIndoe, S., & Whitworth, C. (2011). Teaching media and information literacy to postgraduate researchers. Innovation in Teaching and Learning in Information and Computer Sciences, 10(1), 35–42. https://doi.org/10.11120/ital.2011.10010035
- Zan, B. U., Çolaklar, H., Altay, A., & Taşkın, N. (2021). A study on digital literacy skills of faculty of letters students: Use of university library. International Journal of Emerging Technologies in Learning (iJET), 16(01), 152–171. https://doi.org/10.3991/ijet.v16i01.16567
- Zhang, Z., Li, J., Liu, F., & Miao, Z. (2016). Hong Kong and Canadian students experiencing a new participatory culture: A teacher professional training project undergirded by new media literacies. Teaching and Teacher Education, 59, 146–158. https://doi.org/10.1016/j.tate.2016.05.017