{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,5,26]],"date-time":"2024-05-26T14:34:52Z","timestamp":1716734092482},"reference-count":53,"publisher":"IGI Global","issue":"3","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2017,7,1]]},"abstract":"<p>Digital literacies are gaining popularity in teacher education over the past decade, but little research has been conducted on the developmental trajectories of pre-service teachers' digital literacies while digital practices in their daily routines cannot necessarily be transformed into digital literacies in the educational setting. Using a case study methodology, four L2 Chinese pre-service teachers were examined during the spring semester of 2016 when they assisted teaching in a wiki writing classroom. Data was collected through semi-structured interviews and observation diaries. Drawing upon the framework of digital literacies, this article identifies the core components and traces the developmental trajectories of digital literacies in a wiki-based collaborative writing context: attitudes towards technology and application (Thinking), task organization and feedback provision (Doing), modes and genres (Meaning), teacher-student relations (Relating), and roles and responsibilities (Being).<\/p>","DOI":"10.4018\/ijcallt.2017070102","type":"journal-article","created":{"date-parts":[[2017,10,17]],"date-time":"2017-10-17T18:13:28Z","timestamp":1508264008000},"page":"21-39","source":"Crossref","is-referenced-by-count":3,"title":["Pre-Service Teachers' Development of Digital Literacies"],"prefix":"10.4018","volume":"7","author":[{"given":"Le","family":"Wang","sequence":"first","affiliation":[{"name":"School of Foreign Languages, Qingdao University, Qingdao, China"}]},{"given":"Pengpeng","family":"Feng","sequence":"additional","affiliation":[{"name":"School of Foreign Languages, Sun Yat-sen University, Guangzhou, China"}]},{"given":"Jing","family":"Chen","sequence":"additional","affiliation":[{"name":"School of Foreign Languages, Sun Yat-sen University, Guangzhou, China"}]}],"member":"2432","reference":[{"key":"IJCALLT.2017070102-0","doi-asserted-by":"publisher","DOI":"10.1002\/rrq.138"},{"key":"IJCALLT.2017070102-1","doi-asserted-by":"publisher","DOI":"10.1093\/elt\/54.2.153"},{"key":"IJCALLT.2017070102-2","doi-asserted-by":"publisher","DOI":"10.1016\/j.iheduc.2014.07.002"},{"key":"IJCALLT.2017070102-3","doi-asserted-by":"publisher","DOI":"10.1080\/09500782.2011.584347"},{"key":"IJCALLT.2017070102-4","author":"A.Burns","year":"2011","journal-title":"Doing action research in English language teaching: A guide for practitioners"},{"key":"IJCALLT.2017070102-5","first-page":"153","article-title":"Assessing digital competence in secondary education. 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