Abbott, M., & Phillips, J. (2011). A decade of foreign language standards: Impact, influence, and future directions. Alexandria, VA: ACTFL.

Agency by Design. (2015). Maker-centered learning and the development of self: Preliminary findings of the Agency by Design project. Cambridge, MA: Harvard Graduate School of Education. Retrieved February 29, 2020, from https://pz.harvard.edu/sites/default/files/Maker-Centered-Learning-and-the-Development-of-Self_AbD_Jan-2015.pdf

Alley, W. (2018). Making English speakers: Makerspaces as constructivist language environments. Mextesol Journal, 42(4), 1-8. Retrieved February 29, 2020, from http://mextesol.net/journal/index.php?page=journal&id_article=4451

Author (Year)

Blikstein, P. (2013). Digital fabrication and “making” in education: The democratization of invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLabs: Of Machines, Makers and Inventors (pp. 203–221). Bielefeld, Germany: Transcript Publishers.

 Cope, B., & Kalantzis, M. (Eds.). (2015). A pedagogy of multiliteracies: Learning by design. London: Palgrave Macmillan.

Dougherty, D. (2012). The maker movement. Innovations: Technology, Governance, Globalization, 7(3), 11-14.

Godwin-Jones, R. (2015). The evolving roles of language teachers: Trained coders, local researchers, global citizens. Language Learning & Technology, 19, 10–22. Retrieved February 29, 2020, from http://llt.msu.edu/issues/february2015/emerging.pdf

Halverson, E. R., & Sheridan, K. M. (2014). The maker movement in education. Harvard Educational Review, 84, 495-504.

Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2013). Studio thinking 2: The real benefits of visual arts education (2nd ed.). New York, NY: Teachers College Press.

Hubert, M. D., & Bonzo, J. D. (2019). Theory and practice in U.S. university foreign language writing instruction. Journal of Second Language Teaching and Research, 7, 1-19.

Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L. (2016). Literacies (2nd ed.). Cambridge: Cambridge University Press.

Kern, R. (2015). Language, literacy, and technology. Cambridge: Cambridge University Press.

Kern, R. (2000). Literacy and language teaching. Oxford: Oxford University Press.

Kumagai, Y., López-Sánchez, A., & Wu, S. (Eds.) (2016). Multiliteracies in world language education. New York, NY: Routledge.

Lefkowitz, N. (2011). The quest for grammatical accuracy: Writing instruction among foreign and heritage language educators. In T. Cimasko & M. Reichelt (Eds.), Foreign language writing instruction: Principles and practices (pp. 225-254). Anderson, SC: Parlor Press. 

Lomicka, L., & Lord, G. (2018). Ten years after the MLA Report: What has changed in foreign language departments? ADFL Bulletin, 44, 116-120.

Magnan, S. S., Murphy, D., & Sahakyan, N. (2014). Goals of collegiate language learners and the Standards for Foreign Language Learning [Monograph]. Modern Language Journal, 98, supplement, 1-289.

Magnan, S. S., Murphy, D., Sahakyan, N., & Kim, S. (2012). Student goals, expectations, and the Standards for foreign language learning. Foreign Language Annals, 45, 170-192.

Mills, N., & Moulton, S. T. (2017). Students’ and instructors’ perceived value of language and content curricular goals. Foreign Language Annals, 50, 717-733.

Modern Language Association. (2007). Foreign languages and higher education: New structures for a changed world. Retrieved February 26, 2020, from https://www.mla.org/Resources/Research/Surveys-Reports-and-Other-Documents/Teaching-Enrollments-and-Programs/Foreign-Languages-and-Higher-Education-New-Structures-for-a-Changed-World

Modern Language Association. (2009). Report to the Teagle Foundation on the undergraduate major in language and literature. Retrieved February 29, 2020, from https://www.mla.org/Resources/Research/Surveys-Reports-and-Other-Documents/Teaching-Enrollments-and-Programs/MLA-Report-to-the-Teagle-Foundation-on-the-Undergraduate-Major-in-Language-and-Literature

 

National Council of Teachers of English. (2019). Definition of literacy in a digital age. Retrieved February 29, 2020, from https://ncte.org/statement/nctes-definition-literacy-digital- age/

National Standards Collaborative Board. (2015). World-readiness standards for learning languages (4th ed.). Alexandria, VA: ACTFL.

New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60-92.

Portois, L. (2017). Le récit de l’intime en podcasts: Comment raconter les vies ordinaires de personnes extraordinaires? Medium. Retrieved from https://medium.com/digital-storytelling-nouvelles-%C3%A9critures/podcast-recit-de-lintime-c6289bd29bc0

Pudlowski, C., & Trahan, C. (Producers). (2016, July 14). L’Histoire d’une course de taxi à plusieurs milliers d’euros. [Audio Podcast.] Retrieved from http://www.slate.fr/podcast/120917/course-taxis-euros

 

Qu’est-ce qu’un podcast? (n.d.) Podcast Suisse. Retrieved from https://www.podcastsuisse.ch/quest-ce-quun-podcast

 

Sagnier, C. (2016). Multiliteracies and multimodal discourses in the foreign language classroom. In Y. Kumagai, A. López-Sánchez, & S. Wu (Eds.), Multiliteracies in world language education (pp. 81-106). New York: Routledge.

 

Sheridan, K. M., Halverson, E. R., Litts, B. K., Brahms, L., Jacobs-Priebe, L., & Owens, T. (2014). Learning in the making: A comparative case study of three makerspaces. Harvard Educational Review, 84, 505-531.

 

Vossoughi, S., & Bevan, B. (2014). Making and tinkering: A review of the literature.

     Washington D.C.: National Academies Press. Retrieved February 29, 2020, from

https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_089888.pdf

 

Vyatkina, N. (2011). Writing instruction and policies for written corrective feedback in the basic language sequence. L2 Journal, 3, 63–92.

<!-- /* Font Definitions */ @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;} @font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-520092929 1073786111 9 0 415 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoHeader, li.MsoHeader, div.MsoHeader {mso-style-priority:99; mso-style-link:"Header Char"; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; tab-stops:center 3.25in right 6.5in; font-size:12.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoFooter, li.MsoFooter, div.MsoFooter {mso-style-priority:99; mso-style-link:"Footer Char"; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; tab-stops:center 3.25in right 6.5in; font-size:12.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} a:link, span.MsoHyperlink {mso-style-priority:99; color:#0563C1; mso-themecolor:hyperlink; text-decoration:underline; text-underline:single;} a:visited, span.MsoHyperlinkFollowed {mso-style-noshow:yes; mso-style-priority:99; color:#954F72; mso-themecolor:followedhyperlink; text-decoration:underline; text-underline:single;} span.HeaderChar {mso-style-name:"Header Char"; mso-style-priority:99; mso-style-unhide:no; mso-style-locked:yes; mso-style-link:Header;} span.HeaderChar1 {mso-style-name:"Header Char1"; mso-style-noshow:yes; mso-style-priority:99; mso-style-unhide:no;} span.FooterChar {mso-style-name:"Footer Char"; mso-style-priority:99; mso-style-unhide:no; mso-style-locked:yes; mso-style-link:Footer;} span.FooterChar1 {mso-style-name:"Footer Char1"; mso-style-noshow:yes; mso-style-priority:99; mso-style-unhide:no;} .MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}size:8.5in 11.0in; margin:1.0in 1.0in 1.0in 1.0in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.WordSection1 {page:WordSection1;}