Jonathon ReinhaRdt and Steven thoRne 1 Chapter 9 Beyond Comparisons: Frameworks for developing digital L2 Literacies Jonathon ReinhaRdt University of Arizona Steven L. thoRne Portland State University and University of Groningen PReview QueStionS 1. Think of your own experiences becoming “literate” in your irst and other languages. How was this experience a process with a beginning and an end, and how was it (or is it) an ongoing process? How might you think of your literacy in the plural, as ‘literacies’? 2. How would you deine literacy? What are some problems with traditional deinitions of literacy with regard to second/foreign language (L2) learning and teaching? In what ways do you think traditional deinitions of literacy are challenged by technology-mediated uses of language and other forms of meaning making? 3. In your experience learning an L2, how did you use comparison as a means to learn about the new language and culture? How was comparison used in learning activities that you did? As a teacher of L2, how have you incorpo- rated comparison as a teaching and learning technique? 4. Examine the ACTFL Comparisons standard below. What aspects of this standard involve the development of literacy as you understand it? How does the notion of comparison and contrast develop critical awareness? 5. Although the standard mentions comparing one’s own language and cul- ture with the language and culture being studied, many teachers believe that the learners’ irst language (L1) should rarely, if ever, be used in the classroom. In the case of comparisons, when might it be pedagogically appropriate (if ever) to use or analyze the learners’ L1, or to explicitly con- trast L1 and L2 languages and/or cultural practices?