Cover -- Preface -- Table of contents -- Zusammenfassung: multiliteracies und e-learning2.0 -- Abstract -- 1 Introduction and motivation -- 1.1 Web 2.0 -- 1.2 Multiliteracies framework -- 1.3 CLIL -- 1.4 Overview and structure of the thesis -- I Theoretical Background -- 2 Pedagogy and Technology Enhanced Learning (TEL) -- 2.1 Behaviorism and Cognitivism -- 2.2 Constructivism -- 2.3 E-learning -- The Use of Media and Technology in Education -- Web 1.0 - Hypertext -- Web 2.0 - Social Web -- 2.4 Computer Supported Collaborative Learning -- Collaborative learning -- The teacher's role -- Scripting in CSCL -- Criticism and concerns -- 2.5 E-learning2.0 -- 2.6 Educational technology -- Who is the Educational Technologist -- 2.7 Summary and discussion -- II Empirical Research -- 3 Search, collaboration and sharing in the Web -- 3.1 TENCompetence: the project and the prototype -- The LearnWeb2.0 system - PHP prototype evaluation and improvement -- 3.2 LearnWeb2.0 (v.1): system design -- 3.2.1 Conceptual overview -- 3.2.2 LearnWeb2.0 architecture and implementation -- Integration - to provide flexibility and modularity -- Search and exploration -- Upload and Sharing -- Aggregation -organisation of information -- Annotation - scaffold knowledge building -- 3.2.3 Comparison with existing solutions -- 4 Design-based research and evaluation methodology -- 4.1 Iterative evaluation-driven design-based research -- 4.2 Evaluation and data collection -- 4.2.1 Course setup -- 4.2.2 Data elicitation -- Quantitative data - System logs -- Mixed data - Questionnaires -- Qualitative data - Follow-up interviews -- Other collected data -- Iterative evaluation timeline -- 4.2.3 Data management and analysis -- Informed consent - Anonymity and guarantees of confidentiality -- Data analysis -- 5 First evaluation cycle: system design and usability.

5.1 First case study: CLIL (Content and Language Integrated Learning) -- 5.1.1 Literacy and new literacies -- Digital literacy and information navigation -- Critical literacy -- New literacies in education -- 5.1.2 The Curricular Model for CLIL -- CLIL in teacher training -- 5.1.3 CLIL learning scenario -- 5.1.4 CLIL course: evaluation and discussion -- Questionnaire 1 - previous experiences and expectations [Appendix 2a] -- Questionnaire 2 - LearnWeb2.0: Perception and satisfaction with the experience [Appendix 2b] -- Activity log analysis -- General issues -- 5.1.5 LearnWeb2.0 integrative framework for CLIL -- LearnWeb2.0 for CLIL -- Integrative CLIL -- 5.2 Second case study: ESP (English for Specific Purposes) -- 5.2.1 Media literacy -- Multimodality -- 5.2.2 Multimodal text-based studies of English -- 5.2.3 ESP learning scenario -- 2010 Pavia - ESP curse for dentistry students -- 5.2.4 ESP course: evaluation and discussion -- Questionnaire 1 - previous experiences and expectations [Appendix 2c] -- Questionnaire 2 - LearnWeb2.0: Perception and satisfaction with the experience [Appendix 2d] -- Activity log analysis -- General issues -- 5.2.5 Integration of LearnWeb2.0 with Multimodal Web Search (MWS) -- MWS and Multimodal Corpus Analysis -- MCAWeb - Corpus construction. What is a corpus? What is a specialised corpus? -- Group Presentations with LearnWeb2.0 -- 5.2.6 Discussion -- Different Cultures and Expectations -- 5.3 LearnWeb2.0 (v.2): system development for CLIL -- Improved functionalities -- Awareness - tools for processing and analysing activities -- 6 Second evaluation cycle: users requirements and customisation -- 6.1 First case study: learning about literature on the Web in a German school -- 6.1.1 Learning scenario -- Phase I - preparation [I.1] -- Phase II - collaborative project work.

II.6 Final presentation - Individual groups presented their findings -- 6.1.2 Results evaluation -- Project work (Field notes) -- Laboratory activities -- Collection Analysis -- 8th grade -- 12th grade -- 6.1.3 Comparison and conclusions -- 6.2 Second case study: teaching resources for Young English Language Learners (YELL) -- 6.2.1 YELL scenario -- 6.2.2 The pilot study -- 6.2.3 Feedback and evaluation -- 6.3 LearnWeb2.0 (v.3): new customised features -- 6.3.1 General access -- 6.3.2 Search functionalities -- Visualisation of search results -- 6.3.3 Collaboration functionalities -- 6.4 Conclusions and directions for further developments -- Short comparison of the four scenarios -- CLIL and ESP -- Leibnizschule -- YELL -- III New Research Framework and Conclusions -- 7 New research framework and refined research questions -- 7.1 Multiliteracies pedagogy -- 7.2 The Learning by Design framework -- 8 The LearnWeb2.0 design framework - a multi-tier model -- 8.1 ESP case study revisited from a multiliteracies perspective -- 8.2 From Learning by Design to the LearnWeb2.0 Design framework -- Experiencing through Search and Exploration -- Conceptualising through Annotation and (formal) Description -- Analysing through Negotiation and Discussion -- Applying through Aggregation and Presentation -- 8.3 Reflection on the LearnWeb2.0 contribution to multiliteracies education -- 9 Conclusions and future work -- 9.1 Summary of contributions -- 9.2 Further work: supporting collaboration in other scenarios -- 9.2.1 CLIL through collaborative audio-visual translation (CLIL-VIDEO) -- LearnWeb2.0 contribution -- 9.2.2 Functional searching and annotation system -- 9.2.3 LearnWeb2.0 in collaborative research: the ACT project -- 9.2.4 OER (Open Educational Resources) and educational Linked Data -- LearnWeb2.0 contribution.

9.2.5 Technological issues and further developments -- Acronyms -- Table of Figures -- Tables -- Bibliography.